district board meeting today. Thank you for those that have joined us uh here in person and those that have are joining us virtually. Uh we will begin our meeting with the pledge of allegiance. I aliance to the flag of the United
States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. And then just want to do a quick reminder of our school board vision and
mi and mission. Uh Montazuma Cortez schools uh inspire resilience, lifelong learning, and civic purpose by fostering high expectations, critical thinking, and accountability in a safe and diverse
environment. And our mission as we strive to become a district of choice, we celebrate diversity, build meaningful relationships and open doors to personal growth and a world of possibilities for every student. All right. Can we have a call to order?
>> We have six board members available this evening, all logged into Diligent Community for voting. Um we are recording this meeting and it's available on YouTube. We're using microphones and um director Bis has called in sick and she's excused. >> Yep.
>> Thank you. >> Very good. Thank you. >> All right, then let's go on to set our agenda. >> I move to set the agenda. >> I second the motion. I have sent for the vote. Since this is
our first time, let me know when you get it. Oh, I see them coming in already. So, >> this was quicker than >> Yeah, it was. That's good. >> Barbara, did you get a vote? Did it come through?
How do you vote? Director >> Mate, >> thank you. So you'll see on the screens it shows the vote >> which passes unanimously. >> Mhm. >> So this screen will pop up after every
vote. So we'll give just a second to let the community have a look at it. >> Okay. >> And it will log permanently into the meeting. >> Okay. >> Did yours end up working, Barbara? Are you logged into the agenda?
>> You're you're good. It's all new. >> We'll do another test run when we do the next vote. >> Sounds good. >> But is I can vote for you until we figure it out. >> Okay. >> Okay. Thank you. All right. We will go on to our
presentations. First up, we have our Cortez FFA. >> And I don't see our >> We do have Panorama, our presenter for Panorama, if you want to go ahead and jump to. >> Yeah, let's go to B and then we'll go back to A when they get here. Spencer, can you hear us?
>> I hear you loud and clear and I'm upset I didn't get to hear from the FFA. >> Welcome. >> Thank you. Hey, thank you everyone for having me. Dr. Ramirez, it's nice to see you. Um, I alongside Justin Schmidt and
Dr. Ramirez put together a quick fiveminute presentation to discuss panorama education and the impact it can make for students at Monizuma Cortez School District. I put together a quick slide deck which should be able to be shared in one moment and I'd be happy to
field questions after but want to make it just quick and easy for everyone. So, let me see if this works. Can everyone see that? >> Yes, we can see it. >> Perfect. Again, thank you for having me. Like I said, my name is Spencer Peters.
I live in Broomfield, Colorado. Um, I would have made the drive down, but a little bit of travel has not made me easy to get to places. But I represent Panorama Education. I'm a former seven-year high school chemistry teacher. I taught in Dallas Independent School District and Austin Independent School District in Texas before making
my way to Panorama Education. And from here, I wanted to just quickly discuss the the conversations on the table between the school district and Panorama Education. And frankly, for the last 14 years, Panorama has lived by one mission that I think aligns pretty easily to
what you just described at the beginning of this meeting that we believe that improving education begins with understanding every student. The things I'll talk about today are essentially, excuse me, are different technological ways to understand the variety of inputs
that we have for students and districts and families and communities to better support our students for better outcomes and everything that comes from that. And so essentially without going too deep into any kind of like demonstration but I obvious
needs them. The goal of Panorama is to take all of the things right we we hear about this in board meetings and those types of things from academics behavior attendance engagement understanding opportunities for students. There's a lot to consider the teacher as a
paraprofessional as those folks that support our students. panorama does the technological tiein to put everything in one place for not just visualization but movement forward in how we intervene for students how we create better data to actually inform what the next 5 and 10
years look like and then how those one-on-one opportunities show up for students I think this is a nice graphic where it comes down to regardless of the product our goal is to tie everything quantitatively that makes up kind of a
student profile into one place and so it saves educators time and also reaches a higher level of compliance when we support our students in terms of what I'm talking about for the educators in the room because the camera's on this side so I don't know exactly who's sitting here but this
translates to everything from ensuring high quality instructional materials which is exactly what one of the you know big pushes for the district as well as better understanding how we communicate with families because of our stated our student data insights the way we can flow forward to helping students.
So we don't specifically support them when something has happened, but instead we can be proactive in those supports and then we can also reach for better academic standards. This isn't something that I am boasting about. This is something that Panorama
has been doing for the last 14 years. We've worked with districts in all 50 states in Colorado, New Mexico, and everywhere in between. And over that time, there's been a lot to celebrate. Frankly, there can be things like what we did with Upland, which is a big academic transformation. We can talk
about how we're saving time for special educators to better support our special education students on IEPs and 504s, as well as just differentiation and how we instruct our students. I've got lots of case studies to back this up if anyone's ever interested, as well as the things on the table. We're talking about how we
can uniquely configure our MTSS to plug into everything across the district. So folks at the superintendent level down to the kindergarten classrooms have the ability to understand their students to a deeper level and from those take better insights and takeaways further. I
presented to other people within the district as well including a survey group to understand how we can better understand our family and our staff and our community as well um and our students when it comes to understanding things past just academic outcomes. Like again, Panorama has been
represented in this time. We've worked with some of the largest school districts in the country. We've worked with districts where I come from that was 300 students total. And really, there's there's not many things that siloed education that we've not seen
that we've tried to support districts for. And some of the outcomes that I think are important and the types of things we're aligning ourselves here with Monzuma Cortez School District are things like academic outcomes that lead to better postsecary and CTE opportunities, reduction in behavior
costs and things around suspensions, special education referrals, and then other things along the lines of if we do better from listening to our students and our staff, can we create a more holistic community that supports those students as well? And last but not least,
this is the educator and me speaking. When it comes to counselors, when it comes to teachers, I think the best thing we can do for them is take things off their plate from a clerical or a reporting standpoint and instead focus on the things they get to do when they
spend time with students. So that translates to the work we do with counselors for college and career readiness in post-secary as well as make sure that we don't have any students that aren't walking in senior year because of some transcripting errors or things like that. This is really holistic solution. And to back that all
up, we've got the safety and privacy as well. We've been talking about student data, Panorama as a leader with SOCK 2 compliancy, Furpa and COPA compliancy to essentially make sure that any data that is Monizuma Cortez stays that way and that this is just something that works
within your district and no one else's. I've got some case studies like this one. I know we're in Colorado and not New Mexico, but I also know geographically where Monzumo Cortez is. And Dr. Sanchez who's the superintendent of Berlin is one of for a person I work with that is considering the same kind
of platform idea that Monizuma Cortez is. I think this is a really interesting one that's kind of a a parallel to what we're talking about that how can we build a holistic solution from a technical perspective that supports everyone within the district and this has allowed better force multiplication
of teachers. this has allowed uh like uh a downturn in behavior incidents and lots of different things and I can send this case study out as well as many more. But that is all I came prepared with. I wanted to keep it short and sweet. Um and I'm not exactly sure how
the board pushes forward, but I'd be happy to take questions. >> Thank you for that presentation. We'll open up to the board if we have any questions. So, right now, Panorama does the TLCC surveys um through CDE. Is that correct?
>> Correct. Every two years. >> And then do does our district currently have any um any business with you because I think the P the TLCC through CDE, not through us. Correct.
>> Correct. There is no contract between the school district and Panorama. I'd have to pull in legal to see that contract for CDE in Panorama, but that's something districts can opt into. Yeah. >> Okay. Okay. >> Um I was
a little bit um would like more information about um you had said that there's ways that you track um behaviors and discipline and that somehow
um translates into better outcomes. Can you tell me a little bit about that? >> The major and of course I can and the majority of times this is district dependent on exactly what outcomes they're looking for, but I can speak to my own as a user at one of the three
biggest districts in the country. When I was teaching Dallas Independent, often times one of the things that masqueraded as behavior in a large institution or kind of any size district was I think
general population teachers were quick to click the special education referral for behavior button. Not that that's exactly happening here, but there was a quick freef fall for students that were having trouble with behavior. And so there's a few things we do from this scenario where currently you track
behavior in your student information system. We take that holistically against all of the academic the attendance and those behaviors and put them in one pane of glass for a viewpoint. And then usually there's correlational pieces that we can have professionals look at that essentially
see oh if we have a trend in downward behavior and then we have our survey results as well which from a student survey you have quantifiable like understanding of kiddos. Often times they're the correlational link that is translating to behavior incidents. And
so often times if we're not looking at those pieces that kind of interlock with each other, students continue to fall until they get some kind of designation, referral, out of school suspension, or something that costs them out of class time. Or often the intervention isn't
the behavior. The intervention is the underlying cause of the behavior, which could be things like sense of belonging at the district. It could be a sense of safety. It could be an attendance issue. And those things from a holistic piece help keep students in class with less behaviors. and at the same time are
limiting special education resources and referrals for those students just to name an example. >> So this is kind of a dashboard of sorts that pulls information that's being collected and
um tries to put it in a correlated form. >> That would be one way to look at it. Yes. uh we don't like to go over data warehouse or data dashboard only because all of the data that flows in from the district data that already exists from your student information system from
CAMASS other types of assessments and scores and things that you're already keeping at the district panorama putting them in one spot gives you the ability to act on those differently than would be any kind of just visualization software. So dashboard's a great one. Same thing as
I'll just share my screen for two seconds more if that's all right to a dashboard point. One of our options looks something like this where we align the district strategic goals and give you one heat map of
something like this all in one spot versus most of these things are kept in depending on the district about 8 to 15 different places. um especially depending on if you're a paraprofessional bouncing between buildings. So we can track things like
behavior, chronic absenteeism, early literacy, math proficiency, reading proficiency against real-time data that syncs every night so that anybody whether you're in the superintendent seat or anyone within the district can just say, "Hey, I want to see how this school's doing or these eighth graders
are doing." And then underline data that informs that to ultimately then intervene towards more positive outcomes. So, I think I saw a proposal at some point or maybe it was the last work session and there were there's several
different um sections that the district would choose to purchase separately. Is that correct? >> We have four itemized pieces that make up the Panorama platform. Correct. >> Okay. in regard to the AI associated with the
um panorama uh >> is that available for use by the students as well as the adults? >> So the way that Panorama Solar or AI component is set up for the proposal on
the board with Monizuma Cortez is this is only currently or we have one portion that is on screen now. This is Panorama Solar Sock 2 compliant, not an LLM that learns from this. This is instead working off student data. This is just
for staff, teachers, folks within the district. We do have a portion called class companion that can be studentf facing if enabled to essentially support feedback other academic pieces where we
can push assignments into a studentf facing AI portal that those students can then get feedback from an AI tutor against a rubric while their teachers support them as well. So we can enable both. Yes. And in in regard to the AI, uh is there
access to generative AI to both students and adults? >> Teach adults or professionals within the district. To use the word generative AI is yes, we use student data. It's in a closed system to build things like IEPs,
letters, instructional materials, those types of things within tools or within our chat. In terms of a student, not necessarily. It's not specifically set up for students to use it for generative AI to like for example create prompts or create themselves like
answers. Instead, based on let's say a reading comprehension passage, they answer that question and then the AI component of what is student facing actually reads that result against the rubric that was set by the teacher to provide feedback. It doesn't actually generate anything for the student
besides feedback that they then have to go and write themselves. >> And in regard to the AI, is there any agentic AI used by Panorama? >> We can enable agents from claude essentially as our baseline. We use this
on AWS bedrock where for example between our own systems nothing outside of panorama if a para profofessional a special educator for example wants to push over the intervention the IEP back
into Panorama's other dashboarding system that is technically an agentic workflow where it'll take from chat and push it into a student profile. There is no agentic workflows that work for students. However, >> thank you. >> Great questions.
>> Did you have a question? Go ahead. >> Um, so for some of these um platforms or capabilities, they they sound they all sound very nice, but one of my concerns is that we purchase things and then the
real life application um may not be as people expect or um isn't working um for their particular situation. Do you have a um a pilot that could be
used or a trial period so it could be used in classrooms um in a limited basis to see if it meets our needs and it doesn't duplicate what we already have. >> So the short answer to that is no on the big trial. We did put a demo environment
in front of staffers within on a Zuma Cortez school district um with demographic or sorry not demographic demo data you know fictitious data from a trial environment not your students data. The reason we avoid trials is because to make any of this work we have
to plug it into systems under all of it DPA and NDAs and those types of things. for us to do that six to eight weeks of engineering work to then pilot something isn't something that Panorama's willing to do with any school district. And so I understand the
concern in terms of buying something that won't fit the bill that someone said it would. But in terms of turning this on longterm is not something we do from a trial perspective. However, we sign one-year contracts and when it comes to renewals and those types of
things, always willing to talk about what's working, what's not, those sort of things. As well as the support team that works alongside your team. This isn't something where we plug it in and say goodbye. You have staff of about five folks from engineering to training
and PLLDs to account managers and then former district professionals that are now project managers to help train at any given time as well as very various on-site visits to ensure things are working including usage and activation rates that we review with you. But to
answer your question directly, no no trial exists. >> This platform, it's brings all these other different platforms into one spot. Uh would it be to replace those other platforms so then
everything's in one place or are those other platforms that it's pulling from would still need to exist? The way that we've set up the system to work at your district, the majority of things you have in place would be replicated and have to be kept. For
example, your student information system where students take attendance for students where teachers take attendance for students and behavior incidents and things. Panorama needs that ex to exist for its rostering to pull over into its system. But then the glory of it as well like we're not getting rid of state
testing for example, but that seamass data flows in here directly against all that demographic data. So most of the time, no. Uh when I was talking with some of the folks at the district, and I know you've not decided to pursue your aubre contract, for example, if that were still something here, that would be
a replaceable piece because we would take in that portion. Same thing if you were using any kind of survey instruments, anorama's the number one survey provider in town, so to speak. So that would be replaceable. But the things that generate academic attendance or behavior data on behalf of the
kiddos. So most of your assessment platforms as well as your student information system needs to stay intact for Panorama to work. But a lot of those things have to be for compliance to >> with the data that is collected by Can you hear me? Sorry.
>> Yes, I can. Sorry. >> Hi. Would the data that be collected by Panorama be proprietary of Panorama or would the district have ownership of it in the in the case of after a one-year period we end up
>> Great question. >> Panorama. >> Yep. Great question. So Panorama owns no data. If you unplugged the student information system, for example, Panorama wouldn't fill any data in. So just like from a usability standpoint, but on the other side of like
proprietary owning, there is no ownership pan of your data by Panorama. Um that's one thing we never wanted to wait into. The only thing that would ever be something where if you wanted to share data with us, we do case studies with districts. And if you ever want to share disidentified data for, for
example, your survey results or something for a case study about chronic absenteeism and survey results, you can share us disidentified data for kiddos if you so choose. But that is something we'd enter into another agreement for the way that it's currently set up. Panorama owns no data.
And if you don't pursue us after years or after the first year, for example, your survey data is yours to download and do with what you will. >> Thank you. >> Yeah, great question. >> Any other questions that we have for our
presenter? Okay. Well, thank you very much for your time and for the presentation answering our questions. >> Sounds great. I really appreciate the time and attention, y'all. >> Thank you. FFA present. >> Okay.
>> All right. Good evening, board. Um, Skyla has unfortunately been stuck in a mandatory Oh, she told me this. It's something to do with cattle, livestock, something. And that part I didn't write down, but it is a mandatory meeting and it's judging livestock. Anyway, it's not over
yet. So, she is sorry she wanted to be here and tell you about this exciting trip, but I did get the details and I will share those with you. And if you have further questions for her, she's happy to come back in May um to answer your questions. But she just wanted to tell you about the WLC trip which is
coming up June 15th to the 20th. Um she is taking a group of eight students up to Washington DC. Um this trip is all about community service projects, community service learning. The kids will be meeting with Congress and they will be doing a community service
project in Washington DC and learning about how to build these community projects to bring back to our community and then make it here in Cortez and with her her group teaching others how it's done. Um the kids raised around $2,000
to pay for their trip and then they also have some budgeted to pay for their registration fee. Um, so yeah, it's it's a great uh time for the kids. She's bringing more kids this year than last year. Um, and it's a great opportunity to learn and go outside of Cortez to
Washington DC. Um, what questions do you have? And I'll try my best. >> Is this moreformational or is there going to be a request to help with funding? >> Nope. It's already been approved. It's already um set to go. This was more just
to let you know what they're doing and it's a really good opportunity in the summer the kids will be participating in. So I'm sure you'll get a report once they get back also about how it went and what they're bringing back with them. So thank you. >> How many days will be the trip?
>> It is five days and I I'm not sure how long the travel is but I think it's it's a lot less travel and mostly they're learning. So yeah. >> Yeah. I think we would like a presentation when we come back. >> For sure. Yeah. >> Yes. >> Great. Thank you. >> Thank you.
>> Thanks. All right. We will move on to our reports. Starting with our celebration reports. >> Mr. President, I'd like to uh present the celebration report. This
is a certificate of completion for the Monizuma Cortez School District RE1 board of directors presented in recognition for the board of directors commitment to effective governance and continuous improvement through the successful completion of the Colorado
Association of School Boards Board Training. Signed by Jubel Yenni, the executive director and Lesie Bulgar, the deputy executive director. >> Both on board Thank you.
>> We need We need some copies. >> Yeah, >> we we need to hang it next to our board of goals. >> We all need We all need diplomas, though. >> I'll get you the hats. >> Miss Bonaface, whenever you do your report, are you going to go over the
celebrations that uh Mr. Layman had already sent you? Okay. So, I'll skip those. Um, I have Amita Crowley signed with Olaf >> St. Olaf, the golfing program. She's going to go
play golf at um St. Olaf. It's in Nebraska. >> Minnesota. Wow. I was way off. That was close. >> Way off. >> Um, one of the We had several and I'm guessing Dr. Bonaface is going to go over these. We had some teachers that
were nominated for some state recognition and actually Louis Ariel the school Lewis Ariel was as well. Um our esports team she's going to go over that. Uh Kenai Co Codon Nuts was a
finalist in the Shields and Chassa. It was a recognition for his commitment to sports as well as on and off the field. Um, Adriana Smith, she signed with the Air Force just last week. Um, she's
going to be headed to basic training later this year. Um, and probably the biggest one, the Daniel Scholarship. We had a Daniel Scholarship award winner this year. His
name is Josh Yarro. Um, for people that are unfamiliar with the Dan, what the Daniel Scholarship is, it is basically a full ride academic scholarship to anywhere in I think Colorado, Wyoming,
Idaho, Utah. I probably am missing some states, but it is quite an award. Um, it is worth approximately $100,000 over four years, and that is pretty big celebration.
>> Yeah. He's got a good first name, too. >> Yeah. >> Um I just for Keer, I was I'm a parent and I was getting emails about the high attendance rate for the CMAS testing. So, that's a celebration.
>> Yes. Dr. Bonitz, how was the high school attendance for >> state testing? >> Uhu. >> It was really good. We actually had only 17 kids missing on test day. I didn't go to the mic. >> Thank you. I was about to ask.
>> I know. I felt it. >> I moved away from the air conditioner, but now it went off. So, um, no, we only had about 70 17, not 70, 17 kids absent and we actually got the last one today. So, we may have hit 100%.
>> We may. So, >> well done. >> Exciting. >> Yeah. >> Yeah. Any other celebrations, recognitions that we'd like to mention? >> I think the track teams are on fire.
>> Are they? >> They are on fire. >> Does that mean they run fast? >> They're super fast. They running super fast. The um the sprinters are appropriately sprinting. They are they are coming first and second place both
uh boys and girls teams if I'm correct. Right. Well, the the district or inter mountain league track meet is this Friday and they they are in contention for the league title. >> Is that the one in that you're going? >> It's in Alamosa.
>> Alamosa. Okay. Yeah. No, and the distance runners are also doing a fantastic job. So, I just wanted to congratulate all of them. >> Nice. Well done. All right, we will continue on um to our
I don't think we don't have a student representative. >> I'm going through the motions with program. >> I'll give you a second chop chop. >> The typing of the meeting notes is very
All right. And then let's move on to our board reports. >> Um I have a quick one. Did you have one, Mike? >> Yeah, but it's not. >> Who wants you want to go first? >> Okay. Um so last Tuesday I attended the Native
Parent Advisory Committee. Um, and it was interesting to sit in on that one. They discussed the budget um the use of title six I think funds and um what the group's priorities were for students with the funds. Um they also had a
presentation from varsity tutors. So representatives um rep uh presented their platform virtually. So it wasn't something I was aware of but um it's available I guess for use at home and in school. and they highlighted that they do academic tutoring in pretty much any
subject. And they also have test prep courses for SAT and other standardized tests. So that was interesting. And then um there was a representative from High Desert DVO who talked about a kids mountain biking program. That's the kids mountain biking program. And apparently
the kids at KCA love mountain biking. And so there's a big group that are coming into the junior high or the middle school next year. So, they're looking to um see if they can expand there. So, that was kind of fun to hear about kids biking and I was grateful to
have been included in the meeting and really appreciate all the families and students um who took the time to attend and participate. And then um today I went to the high school and met with Dr. Bonafice and
Miss Schmidt to talk about the structure of our student representative program and to brainstorm some ways to strengthen collaboration. Um, so we talked a little bit about kind of how the first report went and how we
could um make that more collaborative and um kind of get more actionable items and um you know really affirm the appointment uh importance of the student voice um and helping them to um you know
present their material. Um we also heard about link crew um again which was really fun. It sounds like a program that's really taken off this year and building momentum into the next year. So, um that was a great meeting
for me. I was really inspiring to hear um about their educators deep dedication to their work and the school leaders and um also to hear about some of the challenges they're navigating. So, um thank you Dr. Bonafice and um your team
for taking that time and also for your commitment to students. That's all I have. >> Very good. >> So, um I attended the spring family fair on Friday um at the high school. I was
there a little over an hour. I want to commend Lisa Alan for her work on that community engagement project. Uh I also attended the sat in on the DAC meeting last night with another board member and
um that was pretty interesting. They were going over the TLCC data and uh they were able to drill down whereas the PDF that I saw I'm going to lose my voice. PDF that I saw I wasn't a I wasn't able to understand very well
but last night being at that meeting it helped. and the board will see um their presentation in the near future. So um the board had training from CASBY on board self-evaluation. We got the
certificate there. We learned that there are five categories for evaluation and a total of 45 individual questions we should ask. We're asked to set some priorities and goals based on the results of our self-evaluation that we took using those um criteria and the
board set its um own priorities. I did not learn which of the 45 questions were the most important and I did not come away with a score for our board nor a method to arrive at a score.
When the board chose to use the CASBY training instead of the goal in the strategic plan that was based on AJ Crrael's training, the discussion included a comment from me that many boards find out they get a zero on their
first evaluation. The response from uh another member of the board was something like getting a zero on your first evaluation doesn't sound like a very good method, but I still think it is a good method and I
hope this board will consider um training from AJ Crarabel on board evaluation in the in the future. Um that's all I have, >> Mr. Lynch. I have been looking at the new website where the goals are posted
and I was hoping that the board could also include when they score themselves in their evaluation that the goals that are on our site now because there's there's a system for a percentage of how far we've went to meet those goals. But
someone has to actually put the data in. So I think if you're quarterly evaluating yourself, it's a good time to evaluate the goals and do that input. Any other reports that need to be shared?
Okay, moving right along. we will go to uh address the board from our citizens. >> We did do now have a um request to speak on our new diligent community website
and we did get one request in. Is Miss Hammerlag here? Okay. Will you be my guinea pig and be the first ever diligent community uh presenter? >> Thank you. >> Thank you for doing that. It was really off the on the way. So, I'm gonna start
our timer and we're just gonna see what it looks like. >> Okay. >> Good evening board. Um hopefully one last time I have a few additional details to bother you with regarding erosis and our district. According to the Colorado Boseies Act of 1965, ABSIES
must have at least two member districts to legally exist, meaning erosis may have relied on falsely claiming RE1 membership. Kenwit's email saying RE1 is no longer a member doesn't explain why RE1 was never listed without its
knowledge um as a member. If ER I'm sorry. Yeah. If ERBOS believed RE1 was a willing member district, why were we never included in activities or communications? Liz Richard was named as RE1's representative on all public documents for four years after leaving the district. Why did she never
communicate with RE1 in that capacity? One possible answer erosis financially benefited and RE1 did the opposite. A document shared with this board shows that at least in the last three years, RE1 lost enrollment revenue for at least 150 students to ER Bosey's Williamsburg
Academy with numbers growing each year. Brad Miller founded erosis over a decade ago. Over the last four years, Erzie was responsible for 1.7 million in per pupil revenue leaving our district and going to ER Bosey's programs. That's not including any other home enrichment
programs in our area. If erosis lacked the requisite member districts, did it even have legal authority to compete with RE1 for enrollment revenue? How was Richard representing Ronzi McCortez's interest in authorizing actions that competed for our students? When Ken Wit CC Miller on his email to Mrs. Ramsey,
who was Mr. Miller representing, uses? This may be water under the bridge, but it raises serious concerns about RE1 administration now rushing into its own online program with no information presented to his board. This board in open session before accepting demographics and an aging population as
the explanation for declining enrollment. You deserve a full accounting with sources. Families I've spoken to didn't prefer online school. They left because in-person programming they wanted no longer existed. An in-house online program may not bring them back. It may simply accelerate the
decline, leaving our students who can't choose schools like Williamsburg with fewer and fewer resources. Again, Yoseis wins and our students lose. A related concern is NES, the new education system slated for full implementation in August. Superintendent Ramirez says he
learned of NES at a conference just in February. Notably, Class, another organization founded by Brad Miller, where NES found founder Mike Miles presented and Miles and his company Third Future are deeply controversial in Texas. No supporting research has been
provided to this board, yet implementation is moving full steam ahead. You received more information about the scoreboard purchase than you have about either of these initiatives. Please apply the brakes. Insist on enrollment data with sources. require the research behind NES and check and verify the information. One of your
state obligations on the district website is to acquire reliable information to enable you to make the best possible decisions about the scope and nature of educational programming. Thank you. We do not have any other tickets to speak.
>> Let us move to the next. All right, we will move on to our board discussions. And then as far as board discussions, just for a uh for the public to know, um
as was stated in the public address, uh the board does recognize that we have not had presentations on the online platform or NES. um and that those initiatives were sent
out to the public premature. Uh we do have them on our agendas in the coming uh meetings and so we are pumping the brakes on those until we the board is fully informed along with the public.
Any other discussions that we would like to bring up? Yeah, I've got several, but I'd like to answer or respond to what you just said. In our training recently from CASBY, the trainer gave us two um
metaphors to help us as a board understand what our boundaries and guard rails are in regard to our duties as board members. I don't remember both of them, but the one I do remember is imagine that the board
is on a school bus and the superintendent is the driver. The school board can instruct the superintendent what the destination is that they want,
but the superintendent has the choice of how we get there. The board does not have any say in how we get there. The board gives goals for the superintendent
and it's up to him to meet them. We don't approve or disapprove of how he gets there. It's not our um job to do that. So, the other things that I'd like to
say again um I'm a sold a story guy. So everyone please um not just people here everyone everyone please go to soldastory.org and listen to the podcast miniseries with
similar name. Parents are you okay with only three out of every 10 students in our district being able to read at grade level? Parents, is your child one of the three who can or one of the seven who cannot?
Another subject. Tonight, I handed out a book to each board member. I requested these books back in mid-March and I received them before the end of March. They were provided free by a donor to Colorado Leaders for Academic Success or
class. the the current um agenda that we're working through was not published at that time. So I had no idea the intent of the board to vote on um discontinuing
membership in class. So I didn't give these books as a attempt to bribe anybody. It was all before I knew that the vote was going to take place. >> Believe you Mike. So,
and then um so for a little bit of um transparency um and public information, public awareness, I want to read a couple emails. Um this email was from u uh Dr.
Shamway to the board and the subject was recap of superintendent transition and communication clarification. Dear board members, following yesterday's board me, I realized that I had not fully informed all members of what occurred during the final month involving Tom Burus and the legal council provided to me. I want to
acknowledge that gap and take responsibility for it. I hope this message helps correct my error in communication and provides a clear complete account of how events unfolded, including a full recap of the superintendent transition involving Tom Burus, clarification of the communication gaps, and my responsibility for not keeping the board
informed in a timely manner. First, I apologize for my lack of timely communication. The delays and gaps and updates to the board were solely due to my own oversight and should not be interpreted as a failure or lack of communication from our legal council. I was working closely with Kristen Edgar
from Kaplan and Ernest Law Firm throughout this process and she provided consistent thoughtful guidance. However, I did not promptly relay developments to her or to the board as I should have, particularly regarding the final outcome. During my discussions with Tom, it became clear that he was not planning to resign from the superintendent
position despite Eddie already being hired with a start date of January 1st. Tom stated that because he had not submitted a written resignation, he did not consider his verbal resignation during the SE September board meeting to be valid. Tom further presented an ultimatum. He indicated he wouldn't submit a written resignation only if the
district agreed in writing to financially support an appeal of his defamation case. The prior board had approved approximately 20,000 for the initial case. Tom requested an additional 30,000 to pursue an appeal, arguing that a successful outcome could result in recovery of legal costs. He
also stated that without this agreement, he would not resign and the district would remain obligated to pay out the remaining 80,000 of his contract. In addition, Tom indicated some other things. Given the circumstances and potential for legal action, I worked
with Christian to carefully review Tom's contract and develop an approach that would minimize risk for the district. guidance on both strategy and communication. I informed Tom a couple things based and I'm going to leave those out. Based on this, we communicated that his re his resignation would be effective December 31st.
Although the district was um the the rest of this there's some details um about it that u I don't need to go into but basically to be the at the very end to be clear any breakdown in communication rest with me. Christian provided strong legal support throughout
and I have full confidence in her counsel. Please do not let my failure to communicate in a timely manner affected negatively on her. I hope this message serves two purposes. To fill in the gaps regarding what occurred and to reaffirm the value of legal guidance we received during this process and if you have any
questions get back to him. Um I sent out a response that I did not ask to be sent to the board members but just to Eddie and Mr. Shamway. Because of Colorado statutes I believe that my email below cannot be sent to the rest of the board. I could be wrong. Perhaps our leader council could be consulted, but I wanted
at least my thoughts down and share them with you. Dear board members, I want to commend and applaud Dr. Shamway for acknowledging that a lack of full communication the board had occurred and for following up with the board on what transpired after hiring Kaplan and Nerds in December for the limited purpose having to do with our district transition from one superintendent to
the next. Dr. Shamway as well as our other new board members is having to learn very quickly what board members and board officers must do in their respective roles. It is something that I to continue to work on and grow into. Dr. Shamway wants to take the full responsibility for any lack of communication which may have occurred.
Although this is a noble thing to do in my opinion, I feel it is justified. All board members of our district received an email from Captain and Ernst on December 22nd. In that email, Miss Edgar wrote, quote, because the board par rather than just individual members
close parenthesy is our client, my practice when I speak to individual board members is to share out my guidance to the full board via email. That is the proper and necessary thing to do. My complaint is that I never received any other email from that firm
since then. Now, Dr. Shamay has about four months of experience relating to school boards. Mrs. Edgar has many years. Mrs. Edgar dropped the ball. I realize that many of our board members are determined not to use the Miller Law Firm, but in the two years I have served on the board, the Miller Law Firm, always attempted to inform the whole
board at the same time, usually either by in person meeting or by Zoom meeting. Captain Ernest, presumably the largest education law firm in Colorado, did not serve our board well in December and January, in my opinion.
Um, and that's about all I have to say about that. I'm done. >> Any other board discussions that members would like to bring forth? >> Um, I would like to just bring us back
to our board norms um as we interact with each other and as we interact with um outside entities and administrators. Um I think it's always a
good reminder um our our norms and I think that we should continue to ask difficult questions and to um talk about difficult things. Um, and
I'd like to bring us back to um, assuming positive intent from fellow board members. Um, and um, building trust through transparency and honesty. So, yeah, I
agree. You know, we're all kind of figuring this out the best we can. Um, and I do believe um, for all of my fellow board members, good intent. Um, and I also want to be mindful that we are talking to outside entities and
when we're interviewing and receiving presentations that we are extending um, courtesy to them as well. All right, let's move on to our consent section. >> Uh, President Shamway, did you have anything on the March student report
that was provided by the high school? >> It's in this action or in this discussion item. >> There's an attachment. >> There was an attachment, but >> the board may just need to have read it. I didn't know if you needed, Dr. Bonafice. Was that the respon? It was
the response to the student. >> Oh, >> representative. >> Yes. Yep. Sorry. >> Yes. >> Did you need anything on that >> while we're here? >> Did you have any comments that you wanted? Yes, please come up. >> Yes, please.
>> Yeah. Go ahead. >> Okay. Thank you. Um, that's why I raised my hand. I wasn't sure it was on one agenda, but it wasn't on the other. I was like, maybe I'm talking, maybe I'm not. But thank you, De Ramsey, for doing that. Um, well, I'll start with the the celebrations, and Mr. Layman's here if I
get any of this wrong. Um, but yeah, I want to recognize Trey Hall. Um he delivered a re remarkable season earning inter mountain league player of the year along with IML first team allconerence and chassa first team all state recognition. So that's amazing. Um his
leadership and performance were instrumental in the Panthers success this year. So that's really really a good shout out. Um joining Hall on the IML first team all conference were teammates Trace Hartzo, A Lang, Asher Bennett. Um Wyatt Oliver was also
recognized for his contributions. He earned IML honorable mention. Um all state at the state level additional recognition was awarded to Trace and A Day both receiving Chassa honorable mention. All state honors for their strong performances throughout the season. Um the team's success was also
reflected on the sidelines as head coach Mike Hall was named IML coach of the year recognizing his leadership, dedication, and impact on the program. Um and I also wanted to say I also just nominated the boys basketball team for the Shields
team of the year, team of I can't remember the exact word, but they deserve it. So, I nominated them for that. Um, girls basketball is proud to recognize Kendall Schmidt for outstanding performance during the 2526 basketball season. She earned inter mountain league IML first team allconerence honors, highlighting
exceptional play and consistency. In addition, she was recognized at the state level with Chassa honorable mention all state honors, boys and girls wrestling. Uh the program saw strong representation in the inner mountain league postseason honors with several
athletes recognized. So we had Bodie Steel Meyer led the way earning IML first team allconerence honors at 113 pounds. Tegan Samura Rusty Snider were both recognized with IML honorable mentions. The girls wrestling team did a
great job too. They earned multiple honors. CJ Snyder did IML first team all conference and Analisa Aeta Madison Schuster each received IML honorable mention honors as well. Um esports it's their first real year.
They're doing great. They're preparing for upcoming regional competition and that's a critical step in the next little bit of their season. Um they're doing signups for next year right now and so they have meetings. Help me out. They're like next week. >> Yeah. Present to middle school. We have
to wait till after May. >> Yeah. Um so hopefully we'll get more kids to sign up for that. Um we also had a teacher Jarrett Watkins who was nominated for teacher of the year. So that's a re a really great honor. Did I miss any Mr. Layman?
>> There there's an addition on there about Trace Hartzo that I know of. >> Oh, will you help because >> Yeah. So Trace Hartzo was selected to play in the All State game. Um it's only four seniors and he was he would and it's all classifications so 1A through
6A. Actually I think this all day would be 3A through 6A. So he he will be on that team playing in Gley I think June. Yeah. >> Yeah. I remember coach Hall telling me about that one. So that is very cool. Um
yeah and then I'll transition. So, one thing I wanted to just lay out there for you if you want to ask me questions about the board report and then my response. Um, one thing we're trying to do, we already have put together the student sack committee. We are working with student government. We have the
link crew leaders and now we really want to get more student perspectives. Um, we don't want small numbers. We want it to be representative of our whole school. And so that was tough with the student board reports. it was only 20% of our I'm sorry 4% of our school represented
in the survey. So we want to make that bigger to get more student voices heard. Um we did meet with Kaia and our new board rep Kenai who is our also our student government president. Um and he will be joining us hopefully at the next board meeting. Um and they're going to
both partner with us to try to get more survey data, more responses and present that information to you. Um, one of the things that I'm excited about is the panorama. And I just want to tell you from a teacher perspective, when we were looking at TLCC and the DAC committee, I
asked why don't we have a student survey? Because when I was a teacher, we had a student student survey that went out and asked all the kids about the teachers. And as a teacher, I loved getting my results back and seeing where was I doing a really great job, where did my students think I could be
improving? and I often used it in my portfolio as a teacher to carry with me through my career. And we found out Panorama actually is the one who does that survey. And so that would be something I would be in favor of having for our kids. And it might also be something we can use with our student
board reps to be able to do surveys that capture a larger audience to get better data to present to you guys. Um there were a few misunderstandings that were presented and I did want to take this opportunity to clear up some of those. Um
NHS is still alive and well. It's actually flourishing. Um it's the highest uh not percentage, highest participation rate we've seen in years. And they've actually done more community engagement. Uh the blood drive, they did
a blanket drive. Um so they've done a really great job and that is growing. So Tara Olsen is the leader of that and she's really taken it under her wing and just been doing a great job and so are the kids. Um so I wanted to make sure that was out there. Um
yearbook was mentioned that the kids really want to see it as a course. At the beginning of the year it was supposed to be a course. The kids had requested Miss Mckenry to continue leading it as a social studies teacher. She didn't have room in her schedule so we had her hosted as a club. the kids
did not like it so much as a club. It was a lot of outside time. So, we are looking at putting it back as a class um for the next year. Um community service was mentioned as a possible recommendation from the students and to
maybe make it mandatory. We did talk about that with our board reps and there are struggles there with some kids who have jobs outside of school. They take care of their siblings. NHS does still have community service hours that are required. So if students do want to
partake in that and have that on their resume, NHS is a good place to get that for now. So that's just sort of helpful to know. >> Dr. So community service for nonHS members is attainable through NHS.
>> Yes. Okay. >> Yes. And we will still sign off if kids want to have that on their resume and they want to pursue community service. Absolutely. We will sign off on that. It's just not a required graduation component.
>> But kids can still do that and if they want NHS's support to help find it and they can do it through NHS. Um let me see what else there. There's a lot of it you can ask me after, but I want to make sure if I highlight anything
critical. Um I I also wanted to just note a previous report I had sent you was all about participation and we do have a lot of kids who participate in a lot of activities and I did want to just make sure that's very well known that our
kids are very active in our activities, our clubs, our programs. Um they're very full diverse. A lot of kids are participating. Of course, we want more and we're trying to increase opportunities even next year with more
elective offerings, more pathway programs, and like esports coming in as a new program, bringing knowledge bowl back. So, we're trying to bring in more opportunities for a wealth of kids. Um but with that, I'll ask you if you have questions for me, and I'll hunt if I missed anything I really wanted to
share. >> You had mentioned something about lunch clubs. Yeah, there was there was a a request and an annotation that >> perhaps it wasn't needed on your perspective >> and that is something we do want to get
a bigger group of students to talk about. And so that is one survey item we want to get across to the students. There's sort of a double-edged sword. We want students to have opportunities to have them be in school and want to be at school, but we
also have teachers who get overwhelmed and burnt out and lunchtime is one of their only free times. And so I want to ask teachers and I would like to ask more students, how do you feel about this? We also have a couple of ideas. We brainstormed with our student leaders about possibly having clubs within our
schedule. Um, and that could be tied. I don't know if Mr. Mr. Pearson's talked about his um pursuits options with you at all, but it would be similar where we have some pursuits options built into the schedule. And that way kids don't have to spend their lunchtime doing it.
Teachers don't have to give up their lunch, but they have some programs they can participate in that are more personalized. Um >> sorry to interrupt. Go ahead. When are we incorporating the possible beginning
of discussion for policy on lunch clubs? There was the request last time and the specific request to review the policy and I think Mr. Lynch, were you the one who gave the response that we would need to ask the policy committee to look at
it? We were we were going to be looking at what it what it looks like right now. >> Director asked if that would be the appropriate way to do it. I said, "Yeah,
>> it sounds it sounds to me like there might need to be some discussion with the students because I would and correct me if I'm wrong, but I would imagine that the policy committee would want a fair amount of input from the
students and the staff before revising that policy. it would be helpful to have an idea of what the recommendation coming from the school was. >> Um I think the policy committee is going to have a response with the board um
soon. It's not prepared yet. Um but uh I think before making any conclusions maybe you should um let the policy committee respond to the request first.
>> Oh okay. One other note to make and again I would like to get more of my teachers feedback on this. I don't want to just speak bluntly for the group but just speaking from an HR perspective. We are required to give all of our employees a 30 minute duty-free lunch
and if they are hosting a club at lunch and our lunch is only 45 minutes that's a that's tough. Um I don't know how we would offset that. Um, but that's why we started brainstorming maybe ways to put it into the schedule. Um,
>> yeah. >> Are teachers the only ones that can basically sponsor a club? Can it be anybody in student government as well? >> It would have to be an adult. Um, now we do have other adult staff members of
course and sometimes they have other periods of lunchtime they could take. like our counselors sometimes have a different lunch period than students. So, you know, as long as they would have time to put their lunch somewhere else, possibly. Um, I will say from what I've heard from kids, they really like the
teachers hosting the clubs because they're the people they're connecting with and that's why they go sometimes is the teacher who's hosting it. Um, not even necessarily the content, it's that they like the person and the relationship and that's good. Um that's
so but you know there's also other entities who have clubs. I don't know how that would work from a safety perspective. Could we have other outside people come in? I don't that's a bigger discussion. >> How is it done in the past? >> So we've had academic clubs occasionally
um and we've had afterchool clubs. We've had um clubs that meet at lunch but outside of our campus with other people that are not staff. Um and so we have a group who goes I think it's once a week for a club and they meet at different
locations the library the park um and they come back and they actually show up on time there. That was another consideration I presented that sometimes when we have had clubs at lunch kids spend lunch at their club and then come back and take their lunch during math.
And then I'm like well we can't really do that. We need to have lunch at the club not miss class. Um, so there's there's pluses and minuses to the the conversation for sure. So I don't know if we've ever had a real solid plan since I've been here. We've done it this
way. Any further questions or things I can um talk more about from the report that I didn't touch on? I know it was lengthy. I would just like to say that I'm just excited that we're getting the
student board reps collaborating with the high school and then able to report to us. So, I'm just I'm just excited for that connection that we're making there. So, thank you for the efforts that you're putting there. >> Yeah. No, we're really excited, too. And we want our students to be comfortable coming to us and building those relationships. We want to support them
and their voice. And I think it's getting there. you know, Williams been great inviting us to the, you know, youth organization. Our student government's been great welcoming, inviting us into their meetings. So, if we can keep building that, it just upward from here. >> Yeah. >> Thank you.
>> Well, thank you very much. >> Thank you. >> Okay. Now, we go on to the consent action items. Uh, President Shamay, I wanted to note to the board that when I built this agenda, it was my first one and I don't really like the way I laid
out the consent agenda because it looks like there's multiple items where you are still just voting on one item here. So, I'll do it different in the future, but I just want you to know because it'll look different next time. >> Is the system going to have us do one by one or is it
>> We can vote on all of them at once. So, I'm going to jump down to where the vote is. >> Well, we can't go yet. We have to have a motion. >> Oh, thank you. >> Do I have a motion? >> Is there a motion language in there to approve? >> I'll make a motion to approve the consent agenda.
>> A second. I've sent the vote to you. >> Deb, do you know I noticed on the vote it says in parentheses? >> Yeah, it didn't build that. Let me put it in here manually. >> Just FYI.
>> I thought that might work, but I'm no techie obviously. I vote I dead. >> Did it send to you? >> No. >> It It might be that I don't have you registered as a voter. It might be the way I set it up.
>> Okay. So, I've registered your vote. >> Thank you. Um, as we start voting this evening, I'd also like to point out that because you're voting as a group of six tonight, that a tie vote falls to the floor. >> Falls to the what? >> Floor.
>> Floor. Thank you. Um, but this motion passed unanimously. Let me put it up. >> Sorry, I'm learning what buttons to hit over here. >> And I will show the results on the screen.
keeps flashing on our end. >> Are you seeing it? You're seeing the results. >> I'm not >> Oh, you can go go to the top right. See, there's a button that says show. It's a blue button. Blue gray.
>> I mostly want it to be shown on the board. It should just be popping up by itself, though. >> You can also hide. >> Yeah, you can hide it, too. >> Yeah, and that's what he's in. >> Oh, there it is. There it is. Okay, so
we know now sometimes we have to Okay, thank you for your patience. Um, the motion carried, >> right? Thank you. >> See, I got to go all the way to the next item. Do >> I have to clear it? Did you get a different message?
>> It's timer from the speaker. It's still going. >> Oh, okay. >> Casey's way over. >> Casey, stop talking. >> Sorry. Technical difficulties here. All right. And it doesn't guide like the other
system like when you would click through it, it would move my agenda. It doesn't move my agenda. >> Might be that I don't have you logged in correctly. Like maybe there's a different place. >> Do you see the bar on the bottom? >> Oh,
if I click on it, does that go? >> Is anybody else having that problem? >> But >> is the agenda moving up as I move it for you? I wonder if there's something missing though because the bottom shows an arrow and I thought like with the presentation that it might click open
the presentation so that we could see it on the screen and it doesn't do it. >> So the bar on the bottom just tells us where we are in the agenda but it doesn't guide us like the old system >> and there's a button that you're supposed to be able like an arrow that you supposed to be able to click and >> but it doesn't do anything.
>> When you click that bar does it take you to the live agenda? It it doesn't. So it's not moving when I move. No, because I just clicked on something else to see if it would take me there and it doesn't. >> Questions for the rep? >> I'm sure it does. We just got to figure out how. >> Okay,
thank you for that short intermission. Let's continue. >> Sorry. >> It's all good. All right, we're going to our action items. Um, first one being the Keer UIP plan or UIP I move to approve the Keer Unifi unified
improvement plan. >> I second that. >> Is it >> online voting is now >> for discussion? >> Yes. >> Oh, okay. >> It's time for discussion. >> Okay. So I just wanted to um comment on the
UIP. It appears that the UIP uses benchmark in their reading program and my understanding is that benchmark is a product developed by the publishers who have not supported the science of
reading for decades. And um so that being my belief um I cannot support uh the watering down of the science of reading with those
kinds of products. So I'm not going to be able to vote yes for this UIP. >> I was part of the community members. So that if I correct me if I'm wrong, Mr. Schmidt, you would know this. The
uh benchmark was adopted by the board a few years ago. So that is the curriculum for the elementary schools for ELA. Is that correct? >> Correct. Benchmark is the core ELA curriculum that all elementary schools in the districts utilize currently. It's
in its fourth year. >> Have you seen progress using that program? I haven't personally seen any evidence that Benchmark is teaching, you know, in a in an antiquated type of
manner, using whole language or using three queuing, any of those controversial strategies that I know uh director Lynch and I both have concerns about. Having said that, it is not a widely popular program amongst our teachers. It's very dense. It's very um
difficult to get through in the time frame that they have. Um I you know, you've seen our our district performance ratings. I wouldn't necessarily attribute that to benchmark. You know, where we've seen growth or where we've seen drops. I don't necessarily attribute that to benchmark specifically. There's too many other
variables. We have 195 is a phonics platform that we adopted to supplement benchmark. Um, as one example, >> in your opinion, do you think there's something that would be a better program? One thing that I can tell you is when we
first adopted benchmark there was very little training that the teachers received. We going into this year we attempted to provide more training so that they had a better understanding of how the program is laid out, what resources are involved in the program and things like that. So this year the
implementation of that curriculum has been better but I still don't think it's a popular program amongst our teachers. So moving forward, um you know, we would like to look at um options that kind of strip away some of all of the extra um
because we have a 147 day calendar and this stuff is built on 185 plus and it is very dense. We need to focus more um on our, you know, our power standards, our our most important standards, the ones that are tested the most, the ones
that are going to be more more foundational. And so we do need to look at, you know, moving forward what options are going to be are going to help us accomplish those goals a little bit better. If I may, President Shamway, members of the board, uh, all of the core
curriculums under review for, especially in the reading about the science of reading and the method methodology of the instruction model that we're planning to present to the board at the May 5th uh, work session. And so I will
tell you that it has not made a change in the progress of the achievement of students to be on grade level. And uh so that that's the information I have for you today and more will be coming soon. >> And then this uh UIP that we're
approving is for 2526. It's not for the upcoming >> right >> school year. >> Oh, thank you. So it's kind of a moot vote. any other questions, comments? >> Okay, let's proceed. If you didn't clear
it, >> do I need to clear it? >> Um, do you need to X out? I still have to see how to re I'm going to reset. Okay, online voting has been sent to you. >> Bye, Deb.
>> Thank you. Motion carries 5 to one. Going to show the results. Thank you. Dit made the motion. Jason Hall seconded. >> Thank you. >> Thank you. >> Right. Next to our next action item will
be the 2627 uh salary schedule. We need a motion before >> I make a motion to approve the 2627 salary schedule. >> Uh second.
>> Now we can open it up. >> Good evening, Mr. President, members of the board. Um tonight we are presenting several options for a salary schedule for fiscal year 2627. Um we started this um looking at our
salary schedules by first of all converting everyone's salaries to daily rate based upon contract days. Uh we went around and looked at um other districts within our surrounding region as well as other districts across
the state um with a similar student count size. Um all in all we compared believe 35 students or sorry 35 districts. Um we also looked at CDE's comparisons for um salaries for teachers and
principles. Um what we found is that at per CDE our average teacher salary is actually above average for the state. Um and our average principal salary is well below average. But we did not feel that
was entirely accurate um because it's a better comparison to look at that step one where everyone would be entering you know that that lowest salary. We're really fortunate in the district to have some tenure teachers and that that experience really speaks to that um
averaging. So we looked at the comparisons, we looked at the stratification. We recognize that really every group um every employee of the district um is due for some salary increases based upon
averages. Um and we also have to understand that the funding from the state the total program share is really um it's right now it's being questioned quite heavily. Um we are anticipating a
decrease in our state funding. Um we see districts around us who are right sizing or having reductions in forces. We certainly don't want to be in that position. Um just a quick update on that. Um right now what has been proposed is the smoothing factor of our
student enrollment as we've discussed but also to um reduce the back bill money um provided by the state at the tune of whatever we receive in specific ownership taxes or SOT you'll see in the news. um that's a large hit on the
district. It would be approximately 1.1 to$ 1.3 million. So we have to consider those facts. Um so we presented four options. Um the first option option A looks at providing salary increases to those groups that we can do so without
impacting our general fund whatsoever. So we are proposing that in this option um that we could get teachers up to that base salary of 50,000 a year and then we could increase our par profofessional salaries um to a total MLO of 3,000. So
that's what we had originally planned to do back in 2024 if our you know when we passed the milvy override. So that reaches that goal. Um, we also recognize that our our student nutrition staff are
um along the lower average for the state. So, we would like to increase their salaries um partially or and it's easier to do for them as well because we have an excess of our student nutrition funding. Um it will not impact the general fund. So, that would be option
A. Oh, and then there's also the step for everybody. So all staff would receive the steps that are on the salary schedules. So that is um approximately 256,000 out of the general fund and I think it's pretty standard to see that
every year. Um option B looks at the stratification that we worked on. Um we found some discrepancies amongst our director's um salary schedule. we really attempted to align um levels of
responsibility uh as well as the calendar days. So we really redesigned that entire salary schedule. I think that's something each year we've noticed some issues and tried to fix it, you know, little by little. This year we decided to take the approach just to solve all of those
issues. So option B would be all of what we discussed with the MLLO, student nutrition, the steps and the director stratification. Option C, um we would then add raises for classified staff, our counselors,
our nurses, um principles, assistant principles, and then a raise for the directors in addition to the stratification. And then option D, um we would propose the salary schedule and salary increases
for every employee of the district. Um what we are proposing tonight is that we um we would propose option A because we know that with the uncertainties of our funding, we can't really obligate the general fund monies at this point. Um
this would impact the majority of our staff at the district. Um, and then we would propose that we depending on when that long bill finally passes and we know what our funding's going to be and what our final budget's going to be, we could add some of these other options in
June. So, does option A give us the ability to advertise for new employees needed? The majority of our new employees that are needed for this next year. Is that all considered in option A and
most of the new employees that we need to advertise to to get to get them here? basically is that >> option option A would allow us to uh advertise for teachers and pair professionals that are in the classroom uh for instruction.
The others we could advertise but be subject to when the board passes a new salary scales or if it's uh the long bail turns out to be very punitive where we can't offer raises in these other
categories then it would revert back to what they exist in and they would receive a step increase and not a salary increase as far as raise. So I hope I answered your question. So, no. So, yeah. And I understand that. Okay. But, um, the one I'm
>> do we have a m the majority of our open slots are people. Do we know who's coming back next year and what contracts are getting renewed and all that kind of stuff? Uh we do know for uh at this point for teachers uh who are retiring
there's always that uh probability that some will notify us late as they look for employment somewhere else or they retire at the last minute. So we've uh queried all the staff about their returning for the for the new year but
that's as good as that day that we >> took it. it could change. >> And with that data that we do have, does option A by if we approve option A, does that cover most of those positions that we're going to need to fill so we can
advertise that higher rate? >> I think it helps us with the retention of staff also. >> Okay. >> Uh and it it gets the majority of the positions. You will have individual examples in other categories that are in B and C and D. >> Sure.
>> But uh Uh I think the timeline that we're looking at is up until we adopt the final budget, the board approves a final budget in the June regular meeting. Uh and then the board can still go back later in July or August when
it's crystal clear about where we land financially with the state funding. >> Sure. The the majority of our vacant positions are teachers. So um that would definitely allow us to do that. >> That's exactly that's that's what I was asking. Danielle also asked that I
explain the stratification which is column B. In the past, what we've had is a a lot of our directors have been lumped into the same categories, but there might be instances where one director works 178 days, another one works 213, another one
works 239, for example. So, their daily rates were all over the place and out of alignment. That's one example. The other is not all of our directors have the same responsibility factor. Some directors have a position that has an increased risk of liability or
compliance uh exposure. Others have a large staff that they supervise. Um some have very small staff or no staff that they supervise. So last year we tried to differentiate those a little bit. Um but
we didn't get all the way there. And so we felt like because we're going into a new software, we we're coming to the board with with an ask to change salaries I mean to increase salaries that this was the time to look at that stratification so that it's appropriately segmented. So we spent a
lot of time looking at other districts. Um I did provide you or we did provide you guys with another uh comparison because the first comparison we provided was pretty small sample size. So I looked at about 35 districts across the state both regionally and by size. We
looked at the west slope region, the southwest region, and then also comparable size districts so that you can see how we rank with different positions. It's teachers, principles. We didn't do every single position, but we did a lot of them. Teachers, principles, multiple classified, we did bus drivers,
we did custodians, secretaries, and paras. Looked at all the directors and executive directors. One thing that you'll note is there are a lot of them that say could not find. Every district does it different. Some have directors but no executives. Some have executives and directors. Some have seuite
employees. So we tried to just compare apples to apples. And so if you look at those last two pages, directors and senior leadership, sometimes they'll have both. Sometimes they'll have one or the other. But there's a lot of there's also a lot of districts that don't publish that. So some of them will publish their teachers but not publish a
lot of their upper administration salaries. And so it's kind of hard to find those. Um, but I I did the best I can to put those together in a way that was let you guys see how we compare with other districts. >> And just for the board's edification, that increase for the stratification
corrective action is at a tune of 25,500. It's that bottom gray column. So if you look at option A, that increase of 3,000 for the teachers to go to 50,000 is
255,634. And when you look at option B, the increase is another 25,500 for those for that staff that falls in option B. And if you go on to option C, uh that is a bigger group and it's adding another
415,000 to the salary raises. And then the last column, the district level leadership, it's an additional 16,000. So it kind of gives you a feel of the weight of each of the categories.
>> Are directors salaried or hourly? >> They're salaried. >> And executive team, admin team is all salaried. >> Yes, ma'am. Just um principles are they salaried as well? >> Yes. >> So teachers and paras are pretty much
and subs the only ones that are hourly. >> No, teachers are also salary >> are also salary. Okay. >> Um when when we look at classified employees, a good portion of those are hourly. Um although there's a little bit of a caveat. Their s their salary is annualized so that we can pay them over
the summer months and things like that. But it is based on an hourly rate. The only classified employees that wouldn't be considered hourly would be like your some of your directors that don't require lenture or your um your uh can't
think your your coordinators they're on a salary as opposed to hourly but all the other categories and you can see down below there some of the different categories but your your par profofessionals your technicians your um custodians maintenance secretaries those
are those are all hourly employees Actually, the correct term would be they're exempt or not exempt or not exempt. I always forget that. >> Thank you. Non-exempt. >> Um, so I took a look at the CDE website and they have I thought really
surprising information. Um, I didn't know it was there. Um and I did see um I was surprised at the principal salary is in the bottom 25% for the state.
Um we are according to that with the average salary um at about state average for teacher salary. Um however 10,000 of that is not coming from for per per teacher is not coming from the general
fund. That's um additional monies that the taxpayers have voted um because they um I would imagine recognize the importance of teachers um and
um you know in your response to me in the um sorry it's getting that time of the night Q&A. Yeah. um you did point out the critical role of teachers and
principles um for student success. I think we all recognize that. Um and so I was going around like trying to get my questions. I I was trying to figure out like what am I what do I really want to know? Um and here's what I want to know.
Um when I Well, let me back up. Sorry. Um when I talk to teachers and even students um I know a lot of students even and for teachers even more than
increase in their own pay what they ask for or what they say would make the biggest difference is better supports in the classroom. and what I understand that to mean from what they tell me and it's it's very depending on you know their setting but sometimes it's
interventionist sometimes it's just more adults so that you can do small groupoup instruction or one-on-one sometimes it is um more staff for to handle the higher level discipline issues so the teachers can address the lower level
ones in the classroom or so that the principles aren't spending all their time on that. So, as I look at this, I'm trying to figure out if this salary schedule, the two things I'm
most interested in. Does this support um and I think I wrote it down so I can uh say it more clearly. Um, does this support building leaders being
able to staff their buildings for optimum success of our students and that's something that I've been asking for a while to try to understand >> and the second thing that is a priority
for me personally is there is a lot of infl inflation um and their cost of living is going up quite a bit. So my other priority is that um the classified staff um who would be the most likely to
have difficulty making ends meet um with inflation and cost of living increases. Um that my priority would be to I mean we probably can't pay them what they're worth, right? but to do the
most to um kind of recognize that. Um and that's what Yeah, that's what I'm trying to understand. >> Correct. I think those are both valid uh lenses to look through when considering
raises and there are two factors that affect that. One is the current positions right now as we try to look at the inflation and the the loss of what the earning power is for for these positions. And the second part which
sometimes goes unnoticed is the importance of the budget building. And so there's two factors that come to meet once the next piece that the board will do is approve the budget because that's where the extra staffing from listening to principles, listening to campuses
about what they need to accomplish their job. And you're right, sometimes it is money and sometimes it's not money, but it's the support of those other items that you mentioned. And so this is this first piece, but uh the charts, the
pages that are attached uh behind indicate where we fall right now. And so what the what we need to do is come back and with these raises, where does that go line move to? How does it move them in comparison to their peers and other
districts? And then two, uh the new budget is being developed with the feedback we're getting from each campus principal as far as uh the staffing requirements that are uh are being asked for. And so you'll hear those
presentations on the May 5th work session as well about their requests about staffing. And then those are built in in the budget going forward because I've mentioned that to our staff as we uh build the budget components going
forward. And the third piece is okay where is the state going to end up with what they're going to fund for 26 27. And then that's what we consider because I've seen also that I've communicated to our principles and our directors is that
in the beginning to catch up if there needs to be additional supplemental funding from the carryover that's something that we want to present to the board for board consideration of possible approve improvement of the revenue. But it has to be something that's not going to be uh to run out of
carryover after three or five years. And so we have to be frugal about that too. And so I don't have the final answer tonight, but I do consider all those things. And I hope this explanation to the board understands the different vehicles of budgeting and staffing and
pay and how uh we can be more effective in leveraging staff uh to increase student outcomes and and that's how they're all tied together. And I al also did notice on the CDE that same page you can look up turnover
and our principal turnover is reported at 35% which is the third highest among rural Colorado schools or districts and the teacher teacher turnover 25% which is also well above the average. So
>> and that is true. That's usually indicative sometimes of the rural area and where you see movement, but it also is some factors that have been in the district prior to my tenure. >> Director, do we I have a question. Did you happen to notice what years that
data was for? >> It was for this past school year. >> For the 2425 >> I think the 2526 school year. >> I'm sorry. >> The 2526 school year, I believe. Was that the >> that's
>> the the thing that I would add about the at least the administrative turnover is that was we had two principles that moved out of their role last year that moved into other roles within the district. So we didn't actually have um people leaving the district or retiring or resigning or anything like that and
that accounts for that. The rest of our if you don't account for that our principles that are still with us actually have been with us five plus years. So, I don't know how far back that's looking, but just just to throw that out there. I wanted to also address one of the questions you asked about
support uh for being one of the things that's important. I think it's it's important to point out that not all of the support pieces that are lacking are lacking because they weren't budgeted for. Here's an example. Both of our in
town elementary schools have lacked an assistant principal for a good portion of the year. Those are those are critical roles to to take disciplinary u student issues off of the plate of the primary principal in the building because then they can't be in the classroom supporting teachers with
instruction. So those are not things that weren't budgeted for. They're just things that weren't filled. And we have some examples of teacher positions and paraprofessional positions in the district that also weren't filled but they were budgeted for. And I also looking at the data, it looks like we
lost 39 teachers and 20 came in. So there was a net loss of 19 teachers. Um, and so, and then also to your point, like if there are, you know, if this is happening where we're not having assistant principles able to do their
job because they're assigned to do something else or um, you know, if that's something that recurs, you know, if there's gaps in staffing in the school, there can be alternate positions that are, you know, considered, you know, working with those those um,
building leaders. Um, so it'd be nice to, you know, um, I know we all want to move towards not putting out fires, like having backup systems and, um, a plan in place
because we know that in any given year, things are going to come up. >> True. working hard for that running catching up for this January. >> Yes, you're correct. >> President Shamway, I just want to
confirm before we take a vote. The motion on the table is just to approve the salary schedule. Mrs. Bradford, can you confirm which one of these options was used to build the salary schedule? >> So, the salary schedule was built upon
option D, giving all staff a raise. >> Okay. We wanted to be prepared for the board that we were looking at the entire district and uh the recommendation for tonight is option A and with still on
the table B, C and D uh sometime in May or June or thereafter depending on the on the uh financial revenue. >> So the motion on the floor right now as it's stated would be approving option D.
So, as a board, if we wanted to do another option, we would have to vote on the current motion and then we would have to present another motion for a vote. >> Another possibility, Mr. Chair, would be to amend the current motion and change
it from from D to A. >> Yeah. >> But I can't make that if someone else desired. >> I think you could still have discussion amongst yourselves about the options before we throw out 20.
>> Dr. >> Oh, I guess Dr. Bow if you want to just get to it. I don't have to keep talking. >> If I'm allowed to give any feedback, I just wanted to put just some comments from things that I've experienced with
this topic. Um, one thing with teachers, there are ways to increase your salary by education. Teachers are one of the only categories that you can increase your salary by increasing your education. And I think as a lifelong learner, I think that should be
recognized and thought about um with all levels of staff. Just a thought. Um, the stratification with directors, I think, could be something you look at across the board. Secretaries have various roles where some do a lot more than others and I think they pretty much
there are some breakdowns 10-month, nine and a half month, 11 month but they also have some differences between them that some work way extended hours like my secretary um and they do finances and some of those things could be looked at
a little more closely to see if that pay is equal to the responsibility much like they're talking about with the directors but all on down. Um, also I know in the past when we did the salary increase just for teachers and paras counselors were not in the mix and I would have you
look at that because that did create some contention when they have a very important job. Um, yeah, that's all I wanted to say. >> Thank you for the input. So I
um would personally I would feel most comfortable um approving option A and then adding counselors and nurses, classified staff and principles and assistant principles.
Um there is some clarifications that I feel I need still with the director's stratification, the directors and executive directors to kind of understand that budget and I'm not sure with all of this I can get that
tonight or even have that information from you tonight. So I don't think that is an option. um seeing what principles and assistant principles make I can't imagine like in that scale I would definitely support that and for the
classified staff um for the reasons I mentioned and counselors and nurses also um for the reasons I mentioned before >> director Dit uh just a quick comment on the director piece um there are two separate pieces um the stratification
piece is primarily targeted at the directors that work a 239 day uh contract um versus everybody else in that category 213 or less. And then the other piece of it would be the raises for those. Um th those numbers
were arrived at by looking at the daily rate of what it what the MLO raise for teachers would be and then multiplying that by the number of days that they work. My confusion I think comes from um there's been a lot of reorganization in
the district office over this last few years. So, while it's easy to track, you know, teacher pay over time and things like that with the reorganization, I think for me, I would like to just sit down with a list of the salaries and look, you know, where everybody is right
now and where we're moving them to and then compare that to um to state averages. >> Yeah. But there is some other there are some pieces that >> Yeah, there was some Yeah. Yeah. So that's that's um where my hesitation is.
Um you know, I want to make sure I understand when I'm actually approving. >> Mr. Ramirez, um can you clarify for us what I what I thought I understood was that you're re you as the superintendent
are recommending the option A and the others are there for our information only so far. But later in this year, there's a good chance that some of these others you're going to want to propose to the board.
But it also depends on whether the um legislature funds uh the school system like they have in the past. >> Yes, sir. You're correct. >> Okay. >> When does the new salary schedule take
effect? Is that July 1st? If you're a 12-month employee, yes, it could be just depending on the number of days you work your contract. >> That's the beginning of the school district or fiscal year. >> Yes, that's correct. >> So, if I understand the advantage of
approving the salary schedule now is just so that you it's helpful for recruitment. >> It is. However, the teachers start in uh that have been here one year uh in August will be their first paycheck and
then the new teachers to the district their first paycheck will be in September. >> So, are any of the areas that are not included in option A um critical areas that we are trying to
recruit positions for right now? you that question better than >> I'll defer to the HR because they they work with the numbers of the vacancies. We're fully staffed at the nursing and and the counselors. We have uh one
opening right now and uh that one counselor that wasn't uh recommended when we did contracts and uh I I wouldn't say that there's others uh that are directors or coordinators. >> What about assistant principal
positions? We do have two assistant principles, but we're looking at the staffing levels at the campuses. U so we're advertising for those right now. >> Okay. >> So it would be helpful to have >> it would be
>> okay. and clarify for me Daniel if you could what's the discrepancy account like can you account for the discrepancy for on this first page the principal's assistant principal salary
schedule and then the this page that has the principal's salaries like which which one is correct >> um so on the page that is a summary of all principles or assistant principles.
Um that is the increase that it would um that the district would pay if this salary schedule went into effect. Whereas on the back page that is their step one salary. >> So this is what they're currently making and if we do the increase this is by how
much it will increase. It's probably best if you look at the salary schedule that's in the executive content to look at to see what they are currently making versus what we are proposing. >> Um so not this document. This document just summarizes the cost. Um
>> that if the salary schedule is approved, this is what the district would be um committing to. >> So is this >> and that is just the comparison of step one from the current salary schedule and surrounding areas. >> Okay. So it is what is current they're
currently being paid. Yes. >> If they were on step one. Yes. >> Okay. >> Because what the reason that we wanted to provide that piece of information, the step one, is because not all districts have the same level of tenure with with principles or teachers or any position. And it's really hard to
compare averages. One district might have a lot of tenure staff, one might have a lot of brand new staff. So, the best comparison is your step one because it shows you an equal playing field essentially. >> I see. Thank you, >> Danielle. That
48,24125 is that number of of staff times the step increase, right? What kind of like the >> not the step so much. It would be if we increase step one by a certain amount um
times or multiply by the amount of principles and assistant principles we have. So the step increases um I think it's like $600,000 for principles every year. So that's an automatic or generally um they'll see that every year. But what you're seeing
on this page would be if we increase the step one salary in each subsequent step. And then do we have positions um that would fall under classified staff that we are um needing to recruit for? That would be other than food service, right?
>> That's correct. Uh it'll be the custodial, the maintenance, the transportation. uh we do have vacancies in those departments. >> Okay. So for our existing staff um there was a
date I think it was by the end of this month that we were going to get their new contracts out to them. By the end of this month was what we had kind of set >> right >> if we were to do that and then in July we vote option D. We we vote in option D
because we know the funding is going to be there. How do we can we back pay them because they start July 1st, right? >> Yeah, we would calculate that based on when the board approves it and we would frontload it from there and on the rest
of the pay periods >> and we can just reissue them new contracts. Then in July or August or something existing employees, >> we could do an addendum to their existing contract. Okay. >> For the difference that would be um caused by the new salary schedule.
>> Okay. So we there is a way to implement it. >> Yes. >> And and backdated to the 1 of July if we don't vote it in right now. >> It would be retroactive to July 1st or would it be um effective date of signature of their >> it would be based on the board's motion
of how they word the motion? >> It would also be based on their start date. So not all employees start on July 1. So if if it was the July board meeting, it was approved. A lot of employees in our district don't start until August. So it wouldn't have an
impact. Um one of the reasons, another reason that we had talked about, you know, an approval today of at least part of the contracts or salary schedules would be would allow HR to get contracts out that are accurate now. So for teachers, pair professionals, and whoever else is approved today, we can
get those contracts issued. And then in May, uh Rhonda's going to bring a list of recommendations for approval for all other for renewal for all other categories of employees. And then we don't know when the approval for those other salary schedules are happening.
>> All the administrators and directors are coming before the board for contract renewal in May 19th regular meeting. >> Okay. So at that time there can be a motion for option C where we know a little bit further about the funding from the state.
>> When do you anticipate having the budget to us for review? >> So we anticipate um making it available to the public and to the board in mid May. >> Okay. >> Um and then we are proposing adoption on
uh June 16th. We have to have it available for inspection for 30 days. Okay. And then the but the budget needs to be passed before July 1st because that's when the new year. So that's cutting it pretty close,
>> right? So we will have it out and available to everyone um I believe on the 11th of May. >> Okay. >> And then we will have a budget workshop I believe on the 26th of May and then we'll have a work session and then we can do that final vote. So hopefully there's plenty of time within that to
give feedback and for us to make some revisions. >> So it seems to me that if we have to approve the budget by the end of June there, I don't see a reason why we wouldn't be able to also approve the
salary schedule before July 1st >> once we have more information. So really the biggest thing right now is what do we need for recruitment right now to approve so you can put it out there. Okay.
>> Yeah. So based on that I would stick with option A plus the counselors and nurses classified staff and principles and assistant principles. >> Help with the advertising because we need Yeah. >> are lacking in those areas.
>> Yeah. Um, I will Okay, so um >> you might need to help us here. >> I may I make a motion? This is a secondary motion. I move that
we amend the motion on the floor and change option D to option A. >> And the addition of >> That's all you want to say right there. Okay, I'll second that. Um, Mike, would you repeat that, please?
>> Um, the amendment is, let's see, I move that we amend the motion on the floor by changing option D to option A. If I may, we need language for if you're going to add the counselors, nurses, assistant principles, and
principles. I think we need to vote on that motion first and then we can amend it further. Is that correct? >> So, it needs a second in order to move forward. >> I see. >> The amendment needs a second. >> I second.
>> Okay, good. >> It reads >> it's much easier if we do want to. >> Yes. Okay. >> Sorry. Um, it reads, "Director Lynch moves to amend the motion by changing it from
option D to option A first." >> Is is that sufficient for the original motion that did not specify options on it? >> It did not. >> Yeah, because the first one would include the whole >> The first one it was option B. Yeah.
Right. >> But it didn't specify that it was an option. It just said salary schedule. >> You're right. Is that correct, Deborah? >> Yeah, it doesn't say that it is option D. Can we add that >> then? Uh, the amendment that I've made
falls to the floor because it it's based on a false premise. >> Okay, >> there's the original motion behind you. >> It should have said option D, but it says salary schedule. >> Oh, shoot. So,
I move to amend the motion on the floor, which is what we see up there, to specify option A. >> I second. Systems. Can you read me the motion again?
Can you repeat the motion? >> My amendment or the main motion? >> The the one you just gave >> the amendment. I move to amend the motion on the floor
to in to insert option A of the Saudi schedule. to include option A. >> No, it has to be >> it can't be include. It has to um >> to insert
>> in insert it as option A of the salary schedule. Okay. And you were the first. You were the second. >> I second. >> Thank you. >> We're voting on the amendment first. >> Yes. >> Thank you.
>> Online voting has been sent to you. How do you vote? Director Monte. Um, >> can I reread it to you since it's not shown on the screen? >> You don't have to. >> Okay, it's okay. Thank you.
>> Are you able to see the motion that we're currently on your screen? >> Okay, thank you. >> Look how different this is. How do you vote, Director Mate? >> Uh I thank you.
>> Amendment carries. Um >> so >> 60. >> Now we're discussing >> option A. motion as it's been amended.
>> So, right now I'm showing the results of that vote that was unanimous. Correct. Does everybody agree? >> I think you need to take off include. >> It's too late. We voted. >> Okay.
>> Oh, that was a typo on my part. Sorry. Okay, now we're going back to the original motion. >> Okay. And we are adding that we are insert.
>> Did you um do you have the do you have the main motion written out? Mr. Rome recommends the board approve the 2026 27 salary schedule. >> Yeah, but I believe Laura made the
motion before we discussed. Correct. >> Motion to approve >> the salary schedule. >> So that's the motion we're editing. >> Okay. >> Yes. >> Do you have that? Um, I can change this
to say that. >> I I think Director Lynch wants the motion that we're discussing right now to be on the screen so we don't get confused. >> What are we voting on right now? >> We're not we're we're discussing We're just we're just discussing um the
amended motion which was the approval of the budget with Director Lynch's language inserting a that's what he's requesting. What are we doing? >> The one we just the amendment we just voted on. We'd like to see that
>> because that's the motion we're discussing right now. >> So you voted >> I think we voted to motion. >> We just voted to amend it. >> We didn't vote on the motion yet. We just voted to amend the motion. Am I correct? >> Right,
>> Laura? You can click on the show voting on your screen and you'll see the language of the >> okay >> of the amended >> if you click on the show >> that was the amendment >> okay
>> we have a we have an original motion that's on the I think that's the problem is I don't think our wording on the original motion is >> the original motion >> to approve the salary schedule and then we want to the amendment was to put
option A >> okay that's what I thought >> but what is this one >> to approve option A of the 2026 27 schedule Oh, here we are. This is the one.
>> Okay. had to change the word. I'm sorry. A um this motion was moved by Lord Blair, seconded by um Director Dit. Online voting is now available.
How do you vote? >> We want to discuss. >> Is that correct? >> We want to discuss this first. Yeah, we're not. Okay. >> Um, >> yes. Um I would like to amend the motion but for
what I had proposed before but I don't know if there's other discussion that before I >> so >> I think we got it before >> that's what your amendment is going to be but the $297,000 portion which is the classified staff
>> what's the likelihood I don't want to approve something that we can't afford. Um, so if we were if we were to add principles and assistant principles, classified staff,
and SSPs into option A. Um, how is that going to affect our budget? >> I can give you some Sorry. >> Go ahead. >> Sorry. I I'm I'm thinking u we don't
know because we don't know what our um funding is going to be for for that fiscal year. Is that >> That's correct. I mean, what I can do, I can give you some comparison. Um that is still below the cost of the $1,500 bonus that we gave to everybody in December.
So given our current funding for fiscal year 2526, that is manageable. What we don't know is if our funding will decrease next year, what our student count will be. So there are some unknowns. If nothing changed, it would be comparable to the bonus. And how much
um for last if I remember when we did the audit for last fiscal year we um did not spend our entire budget and we added to our um >> carryover
>> our carryover so how much did we add to our carryover I you don't know that for this year yet but for for the previous year >> we don't know for this year u but for last Um, we were
looking at 1.5. Some of that does include MLO monies. >> Okay. >> Or I'm sorry, I'm looking at the wrong one here. I think it was closer to 1.8 if I'm not mistaken. >> Okay. >> And I would say we're, you know, we are slightly under budget this year from the pro from the forecast that I'm running
right now for our budget. Um I say probably around 97% um of expenses is my forecast. So I think we're slightly under right now. Um I don't have significant concerns approving this. But if the state comes
back and you know we have a large a drastic decline in our student count or they decide to average it um where we lose even more of those heavy student count years um and then the specific ownership tax then um that could be concerning.
>> How much was the I apologize interruption. How much was the um bonus amount total? >> It came out to $380,000 or so. That was just for the salary portion and then you had the benefits on top.
>> It is 25% fringe. >> And for the benefit of the board, could you uh approximate what 3% of the remaining budget for this fiscal year is roughly in dollars?
>> Yeah. And it really it does vary by fund. So, I would say just in what we're seeing um about $700,000 give or take. >> So, we're looking to finish with to the
good of $700,000 this fiscal year. >> And that's including the bonus that we did not originally budget. So, >> so it' be 700 plus the 500 of the bonus >> approximately. I mean, some things are still unknown. We don't know how many people we're paying application for this summer. We don't know. Um a large part
of our budget is honestly per on behalf. It's something we have no um ability to predict. It's just an audit adjustment. So that's it's difficult to say, but I I'm I would be comfortable with something like that. >> So to answer uh Director Hall's
question, I feel comfortable in meeting those categories. Those uh >> it would be 387,000 for those categories. And just for sake of transparency, my wife
is an employee of the district and that would she is included in that option C, but that would actually not include her in that because she would be in the
director's category. Um say this clearly. Um I move to amend the motion
to add SSPs, classified staff, principles, and assistant principles to the approved salary schedule.
>> Can you go back to to amend the motion to include SSPs? classified staff and principles and assistant principles. >> I'm going to start just I should just
email you >> SSPs classified principles of assistant principles >> assistant principles and principles. >> Yes. Do >> we have a second?
>> A second. >> We had a lot of seconds. >> Can Can I ask for Can I make a point of clarification really fast? One thing that um in looking at this sorry
in column C even though they were calculated in the total for column D in column C there is not a row for coordinators and coordinators I just want to make sure I understand the direction the board wants to go with that. coordinators
are classified but they are not uh exempt um from overtime or they yeah they are exempt from overtime. So they're not on there. So what is the I don't know what to do with that because they're they weren't
specifically named but they're kind of included in classified. I just I want >> Okay. So my intent was for Yeah. I I guess I didn't realize that. So give me an example. >> That was our that was our mistake for not line iteming them that line iteming that.
>> Um is there any coordinators that are we that we would be recruiting as of right now? >> We are currently recruiting for an EL coordinator. >> We have about six coordinator positions in our district uh between 10-month,
11month and 12 month. And one we have one coordinator vacancy. I'm just trying to get clarification because they didn't fall into one of those categories. >> Can we exclude the coordinator specifically from the classified category in the amendment? >> Yes. >> I wasn't trying to make things more
difficult. I just saw that. I'm sorry. >> No, I appreciate that clarity. Yeah, >> thank you for the clarification. I wasn't um doing this to it was a comment made about something else. I didn't mean to make you check it. >> We have a
>> You're saying you weren't laughing at me. >> Okay, thank you. >> Are we ready to vote on that amendment? >> Sorry, I'm just reigning everything in. >> Is the coordinators in? So, you said
coordinators are in class. >> I think we're just voting >> to amend the motion right now. So on the table is director det moves to amend the motion to include SSPs, classified staff, assistant principles, and principles.
>> Is that correct? >> What about counselors? >> Thank you. >> They're right there. >> How many coordinators do we have? >> Let's finish the motion here. >> Um, voting has been sent to you.
How do you vote? Director Monte >> I. >> Thank you. >> Second. >> Can I if we if we vote yes on this, can we still >> That was just to amend it. That wasn't to vote on it.
>> Okay. So now it's open up to discussion again and then we'll vote on it. >> Motion passes 5 to one. Let me show the results on the screen. How many coordinators do we have? >> We have six coordinators in the district
currently. >> Advertising for one. >> And we're advertising for one one of those to fill >> one position. Yeah. It's an 11month coordinator position. >> So when it comes to that budget of classified staff out of the $297,000
increase. If we have six at 3,000 a piece, two 18,000 of that $297,000 increase approximately 18,000 of that $297,000 would be in coordinators. >> I think you're I think you're actually
Go ahead. >> Go ahead. >> I was going to say I think your total is actually closer with the categories that you mentioned. uh 366 that's salary and benefits plus you would need to add oh >> the coordinators of 21 so you're looking
at closer to 387 388 on the salary and benefits side and that doesn't include the step the step would be in addition to yeah steps in there >> so gotcha
>> are the coordinators not their increased number is not currently included under declassified or is that just is that difference of the 300 something number just for French
benefits? >> That 297 does that include coordinators? >> It does not. So I just if you look down below at those different categories and you total those and you exclude directors and executive directors your total amount is
386910. So those columns are the classified staff, the salary and salary plus benefits on the the white column underneath the that first page that's classified staff >> most of them. But you also have
executive directors and principles and SSPs there that are not classified. I don't feel inclined to add coordinators right now to classified staff approval. >> And the position we're recruiting for is
the ELD. That's to and that's been vacant for a while if I recall. >> Yes. It's been a vacant all year. >> Okay. >> We have interviewed and offered more than once for that position. And >> three times
>> they the candidate did not accept. >> You said 30. >> Three times. >> Oh, three. >> Why did they not accept? Did they tell you? >> Rhonda, do you know the answer to that? >> Yeah.
>> The main reason the main reason is the salary. Thank you. >> That one is a is that a 10 or 11 month position? >> It's a 10. >> So it's unique.
>> So if we include coordinators, it would it would increase 42 about 5,200. >> So is the concern that coordinators not part of the classified staff. That's the issue. >> Yeah.
>> Well, as the motion stands right now, the coordinators would be getting the proposed raise correct because they are part of the classified staff. My understanding is you were just clarifying because um I may have I was
assuming that classified staff was mostly like transportation and custodial and kind of the lower wage earners. I was also clarifying that I did not include the >> amount >> 27,215
in that amount up above in option C. So I was saying we needed to add that amount if you're going to include them. >> Okay. >> Yeah. Just so you know the total number. >> Okay. Got it. >> Got it. >> So if we pass the motion as it is, it would include that EL position that
we're trying to >> Okay. Would you like me to reread it so you can confirm? The motion on the table is director Blair moves moves the board approve the 202627
salary schedule option A and include SSPs classified staff, assistant principles, and principles. Is that correct? >> It is. >> Thank you. >> Good job. >> Way to go. Digit. >> Okay, we're ready. We're moving. Let's
go. You ready to vote? >> Yeah. >> Yes. >> Digital voting is now available. How do you vote, Director Mont? >> Thank you. >> Motion passes 5 to one. Show the results on the screen.
Thank you. And this is a good time to do a little intermission. We'll do a five minute break. Uh right now time is 8:25 and what is it? April 21st.
>> Still still a day. >> You know this is always painful but it is getting better. >> Was a little bit smoother. President Shamay, we're recording. >> All right, welcome back. Uh, it is still
April 21st, time of 8:30. >> See you. >> Let's continue on in our action items. We are on to action item number C, our capital reserve request for Beach Street preschool roof.
Um, it would be I don't see the motion language. Do you? Oh, I see down here. >> I am seeing I need to build something a little differently. >> No, I just I see it. I just
didn't um See where it was? And it doesn't come all the way through. >> I mean, Laura doesn't have to >> I know, right? Somebody >> motion every time. Just throwing that out there. >> We have all night long.
Wait, where is >> How do I find it on here? >> Go down here. >> It's at the top of the actual >> Oh, okay. >> I move that the board approve the proposal from 365 roofing LLC for Beach
Street roofing from Capital Reserve. >> I second the motion. >> Then we can open that up to the board with any questions regarding the proposals. There were some questions I think in the premeating questions and answers and
just my understanding is that um it was decided that this was the best value for the district given the warranty and the quality of the product. >> Come on down. Good evening. I'm here waiting
patiently, but we're good. But yeah, so uh we've dealt with 365 once before, but as far as their communication with the district, it's always been really good. Um they actually did the roof on this building here and uh their time frame they got to
complete it at a reasonable time. It wasn't there's roofing companies have to do things. They got to schedule them. You know how it is prior to things getting done. You have to have a get them in here, get them out before the next school starts. So they communicated
real well. Um, whenever the RFP went out, there was a a few addendum changes on it and they had questions as far as what they seen and what they wanted to know from the district. So, we answered those and I reached out to the other
companies that uh put in their RF RFPs and didn't really get any responses back. So, uh, they had more making sure that we were on the same page whenever the job gets started and done. So, and the warranty um, looking
at the warranty process side of it and a lot of it had to do with so the building was built back in the 50s. So, they did uh, 1x sixes or 1x seven tongue and groove. So per code, if there's a gap in there more than a
quarter of an inch, they have to put an overlay on top of that for warranty purposes. Otherwise, if they tear everything off down to that uh tongue and groove and there's a gap and if they put the shingles back on, if it's not if it hits one of them gaps, it's not going
to be secure. So, um they're going to do an overlay on top of the 1x7 tong and groove if it requires it. And that'll uh the warranty won't be void. It'll actually stand up to the warranty in the manufacturer of the company
for the vendor. >> How long is it warrantied for? >> Uh there are architectural singles. So they range from uh 25 to 35 years approximately. >> We good. Are there any alternative materials that might last
differently? >> Well, you know, I think we talked about it once before. We could go with prop panel, but it's a security it's a an issue that might cause some problems with the snow coming off too fast and students being underneath. So we it'll
probably last a long longer for sure, but uh with it being the shingle side of the world, it would have end up uh melting a lot slower instead of like the snow coming off with the prescores underneath on the because the slope's pretty steep on that building. >> Do you have gutters there?
>> Gutters won't eliminate the if snow comes off, it's going to come off and ice, but but there are gutters. There it goes. We good? Are we good? Any other questions? >> Don't go far.
>> You're good. Thank you. All right, let's proceed. >> Digital voting's now available. >> How do you vote, director? Motion passes unanimously. Let me show the results on the screen.
Thank you. Okay, moving on to our next item. Item D is a panorama proposal. Um, I move to approve the Panorama education proposal. >> I second that. >> We'll open up to the board. Any
questions, comments about the proposal? Um the presentation was uh helpful. I don't have any questions about the survey platforms. Um I know there was um family and
uh student surveys and additional staff surveys and I have no problem with that. Um my question were some of the other functionalities that are pieced out because that's a very small part of it. Um are these replacing current
dashboards or things that we that we have? I know it doesn't replace like our um attendance and things like that. But is it replacing anything or are we just adding on? >> It does replace some functions. Um not
all our purchase services. Uh we did have a data dashboard um called Aubrey that we attempted to use for a few years. It did not uh end up satisfying our needs and we canceled that contract. Um
the the reporting and dashboard elements of this are more than just the reporting. So it's it's integrating with existing systems. It's integrating with the student information system, testing platforms, both local and state, and the survey tools so that when you are
looking at your school or you're looking at a subgroup of students, you're looking at your district or you're looking even at an individual student, you can get a comprehensive picture of how that student's doing both academically, behaviorally, uh socially through their survey, um you know,
that's more anecdotal, of course, and then also um their attendance. And so you can you can get a big picture of how how how they're doing. It helps um you know when we're trying to report out the state of affairs at a school to the board or to the sack or to the deck or the community at large.
>> Well, the surveys aren't anonymous. I would imag I I I was assuming the surveys would be anonymous. >> I think that the survey that's probably more on the uh on the aggregate side of things like you can rather than the personal. I think you're right about that. Um, the other thing that it allows
you to do and and this is on the AI side, there's multiple pieces, right? So on the AI side, it uh to to director Lynch's question, it it creates a walled garden AI. So it doesn't go out to the to the broader internet. It can't hallucinate. It can't pull stuff
information or from from outside sources. it it can't share personally identifiable information of our students with the wider web. And so those guard rails um are really really important both for our staff and our
students. Um our staff, you know, and I'm not spec I'm not even going to speak about our staff because I don't know a specific example. There are examples where a staff member at a school who's working, let's say, with a student who has an IEP and in good because they're trying to do a good job, they're using
an AI tool to say, "Hey, Johnny has an IEP. This is his this is his learning disability. Please provide me with some suggested interventions or accommodations, suggested goals, so forth." Well, what that person has unintentionally now done is created a profile online of that student that
identifies personal information about him that can then follow him and then later whenever, you know, that can kind of, for lack of a better term, metastasize moving forward. And so this can allow our teachers to be able to use the benefits of an AI platform without
the risks uh involved. The other thing that it does is, you know, it can help write plans. One of the pieces of feedback that we received often from teachers is that we had we used to have an old system called Alpine Achievement and you could write your plans in there,
but it would also pull all your data sources into your plan. So, you'd have to go search for them and manually upload data or input data. That's a big uh undertaking for for staff to do that. It's a huge time suck. And so, this would allow a plan to be
written and pull all those data pieces into one plan. And that's what Steamboat Springs is currently using it for is for their read plans. We can also use it for 504s, ALPS, IEPs as well. Then they would have to be migrated into our other system that we have to use with the Boseies.
It also allows you as a teacher you can say because you can upload like your curriculum for example. And as a teacher, you can say, um, based on the levels of the students in my classes, this the special learning plans that they have and and the curriculum that we
use, you know, we just did this assessment and 50% of my students failed. Um, and you can you can identify the students. You say, create scaffolded lesson plans that'll that'll incorporate these students disabilities also where they're lacking on this assessment data
and help me to do a retach. and it would be very targeted and based on your curriculum. So, there's a lot of really cool elements on the AI side that you can do to really lighten the load of teachers. >> I have a few hesitations. >> Yep.
>> Um, one is all of the data that you can aggregate is great, but do we have the capacity to do anything with it? So, for example, we've done surveys about family engagement.
They might not have been as you know in depth as this but there wasn't a lot of action taken from it. So if you're not doing anything with it um when you talk about discipline we know that the schools are already some schools are
already kind of stretched with their resources to constructively apply discipline. And so, um, theoretically it sounds great, but who has the time to do it? And then my
third hesitation is, um, not being able to pilot or try it. We know that vendors when they have demonstrations, they're going to take the demonstration
that shows their product to the best advantage. That's what any of us were would do if we were using a product. But a lot of times when you apply it to your own real experience of what you're dealing with, you're like, "Oh, well shoot, it doesn't do that or it doesn't do it well." And so for me, you know,
it's nice to think that we're on the, you know, the cutting edge of new technology and things like that, but I think sometimes it's wiser to sit back and wait until the technology improves because, you know, in a few years this is going to be obsolete. Um, and there will be much better things out there.
So, um, just I'm guessing for the the rate things. So, those that's what I'm thinking about as I look at this. Do we need to purchase the whole thing? Are there certain things that we know for sure are going to be helpful? And then are there other ones that we're going to sit back and kind of see on?
>> So, Lisa would like to address the some questions from her her perspective. But before that, I wanted to answer one thing that you had mentioned. The the reason for the pilot piece is there's a lot of work that goes into building those integrations between all of the platforms. Um, we couldn't just pilot it
without that otherwise because it it relies on our data, our students. And so there's not really much of an incentive for an organization like Panorama or any other to engage in all of that work. But I feel like I feel like a teacher could upload a lesson plan and do a like a
mock scenario and you know they could have a platform that you could kind of interface with to see >> kind of. But the what you're missing or what you would be missing in that scenario is like a big piece of this would be the ability to pull a
comprehensive picture of your students and also overlay that with standards and curriculum rather than everything being generic or general I think is the thing. If it was just generic or general there's no advantage to the system. you would just use any other AI tool that
already exists, but you would lack the protections that you know a very well um guarded system would provide to us. But I'll let Lisa talk about the other things. >> So the the thing that I've been looking for
is if I have um just talk about students on IEPs. I've got 400 kids say on on IEPs and one of the things I've not been able to do in the time of my career is to be able to actually look broadly at how students are performing. I cannot
have not been able to go in and say take this group of kids. I want to know all their test scores and I want to know if they're making progress or if they're not making progress. I've not been able to do that. um down to um down to the student
um in a in like a single query. So what was happening is I would have to go in each student and pull all of their testing data. So then I could look and compare how did they do this year to this year to this year. So I'd have to go in by individual student. They were
actually able to show us that they can actually bring the data to me and then I can say is the curriculum working? do I have a student that um needs needs some more training? Some of those things. So, um for me, it's it's really exciting to be able to bring all that data together
and to be able to query um from a large lens to a classroom lens, a building lens down granularly to the student. >> So, which which particular platform was the one that would that was supporting that?
>> Uh I which one is it? I don't remember which one it was. MTSS >> the MTSS one is what he's he's showing us which what happens MTSS is multi-tered system of supports and that's really that place where we go to grab all that data to see if the students making progress and we can
drill down then into what areas that they're making progress in or they're not making progress in. So is that listed here as the student success platform? The second one >> he has to help me. I don't know the platform very well. >> The MTSS is a part of the student success platform. Yes, you have the you
have the surveys, you have the student success, you have pathways, and then Solar the AI tool is sort of a I believe it's just it's built in. I don't think it's a separate line item. >> It is. >> Is it a separate line item? I don't have that. um Panorama Solaro with class companion.
>> Okay. >> So, that's the one that you said teachers could use for their um lesson planning or things like that >> and and also for writing helping to write plans. So, like the the piece that Lisa's talking about with the MTSS um
planning documents, the ability to use Solara to to query and to ask it to help build those plans is what really is the timesaver for teachers if you're still having to just build them manually only within a different platform. It's not as much of
a timesaver. I mean, it's still better than no platform, but it's not they really work inter interdependently. I would say a lot of those different pieces with the exception of the surveys I mean they can be standalone the other piece is the pathways piece
which is um it's all about college and career planning uh so students and counselors can work together to you know it can build it can build um you know college and career plans for students. It can also help with um scheduling. You
can also create groups where you can say, "All right, I've got this at risk group because of whatever factor and and you can you can kind of identify that group as being one that you're going to check on more frequently or they're all going to be in the same uh program." And
so you're going to you're going to provide them with this particular treat time and treatment. It's it's really to help counselors that piece and and students in their in their next step planning graduation. Do we have the staffing right now to um make the best
use of this information? You know, because it takes time to pull that information. So, you have time, you have somebody who has the time to pull that information and then make the appropriate interventions. Do do we have the staffing now to do that? >> So, I would say that the expectation is
that they're doing that anyway. This gives them a tool to make them to help them do it more efficiently. So we have at this time we have three counselors at the high school level which is a a ratio of I can't think exactly what it is like
185 to1 or something which falls below the the national uh recommendations which is about 250 to1 or less. So I would say the staffing is adequate but to be able to help them have tools to make their time more efficient and and better used would would help them.
I I would like to know. It says a one year 12 month contract. So is this going to be a recurring expense if this says for contract term 12 months. This this 60 whatever 58 914 consistently.
>> So not all of it. Some of it's set up. Um so and and PD so part of that would not be recurring but a a portion of it would be and you know that's unfortunately that is sort of the business model with a lot of programs now is it's a tech license rather than
you buy a a fixed product that you don't have to pay for every year. Um so there is going to be a recurring cost for probably 80 to 90% of it. I don't have the quote in front of me but that's going to be the majority is recurring. What was the previous program that we
used and what was the price tag on that? >> So, Aubrey was a was only a data warehouse. So, um it would just provide you with like it actually didn't even do that well for us. It was about 10,000 a year just for that feature.
>> Are we budgeted for this? I mean, where in the budget does this lie? And where does it get pulled the funds are what funds are going to pay for this? Is this a capital reserve thing? No, ma'am. It's under general operation as we're building the budget right now.
>> It would it would most likely be a combination of the curriculum budget and the technology budget somewhere in that in that we would account for it there. >> So, it is budgeted for then is what I'm hearing you say.
>> Yes, we're we're building that. >> Sorry. Say that again. >> Uh, excuse me. We are building that in the budget building now for 2627. >> So, it's not in our current budget. >> No. And it wouldn't be requisition or
POD until the new year, July 1. >> So, you're not asking for additional funds. You're asking to budget it into the next >> Yes. year. >> Yes, sir. >> Yeah. >> It's not currently something that's in our budget because we don't have it yet. Um, do you have a plan to track um how
effective this platform is um and um which portions are working and which portions aren't working? >> I don't have a defined plan yet. No, >> but I do think that that's good advice, >> but it is going to be the major engine
that uh populates the superintendent board template and moving from a quarterly to a bimonthly report to the board that tracks all the data that we've been talking about, attendance, chronic absenteeism,
discipline, uh grades, uh replants, ALPS for the gifted MTSS IEP information. So, and that we'll
summarize summarize that data as well as the board has asked that the reports become more sophisticated uh in that information to be usable uh data to make informed decisions at the board level or at the district level or
the campus level. >> So, what are we voting on at this time? I'm sorry. >> What are we voting on at this time regarding this panorama? >> We're voting to purchase it. >> Yes. She's asking what is the what is the action we're asking them to take? And it's a it's an item that requires
board approval because of the cost. >> Yes. We're asking for board's approval to approve the cost of $58,914. >> I just feel like I don't have enough information to vote on this. >> Do you have specific questions that you
would like me to answer? It was not a very convincing presentation in my opinion. >> Well, part of that is we asked because of time to be uh but it's been vetted by Mr. Schmmed, myself
uh Mrs. We've also been involved in uh the chief for change ILO about developing policy because we have concerns about AI and one of the things is that we want the guard rails and board policy and so
alongside we're working on that policy recommendations to the policy committee and then at the same time we're starting to use we're wanting to we desire strongly to use this software to make these small incremental jumps. But the
biggest selling factor is that it's a closed system. So the information on students are doesn't get out. It stays within. There's no hallucination of the software either. >> In theory, I understand. But we've seen data breaches from large corporations
all over. >> And that is a that is a really great point. Um that risk does exist with our current systems as well. Um, I would say that, you know, Panorama on the education side is on the forefront of this. Um, their contracts would be
vetted with our legal to make sure that they protect personally identifiable information, which is actually a law in Colorado anyway. Um, but here's an example. There was uh there's a program that we use at the middle school called I Ready, which is a curriculum, math curriculum that is very well liked by
our by our staff. They're currently being sued right now because they sold data um illegally. And so I wish the answer was this. We can guarantee this platform won't do what has happened in other industries. We can't guarantee
that regardless of what we use, but we can put contractual language in place that requires them, you know, unless they break the contract or break the law to follow. Um I would say they're also we also they've also received an award I
can't remember what it was for 2026 innovative um company in the space of AI AI and education. They uh they're a part of this chief for change pro program that we went to. We got a discount as a result on the quote like 10% or
something like that. >> Where are they based out of? >> I believe they're based out of California. >> Can we make it so that any Colorado laws apply to any kind of
action taken against the company. We do not want to be litigating anything in California. >> So, they're currently working with the Colorado CDE. They're working in Steamboat on a special project. That's
one of the first uh districts that started to work with Panorama. Uh, Commissioner Cordova also is part of that uh, uh, research and vetting of Panorama. >> I I misspoke. They're out of Boston.
They're not out of California. >> Um, has there anyone else had a chance to kind of interact with whatever um, demo version or whatever they have? Like if teachers had a chance to try out
their All all the principles uh uh were presented and interacted and questioned. Uh they were involved in several meetings that with Panorama and another company uh that was more cost prohibitive and out of our range which
was Protric. So there were a couple of vendors that we try to bet with the principles and the district leadership and technology. Ideally, we have the humans and the
teachers and the staff to do what this program alleges that it does. That's why we increase the salary for a lot of the personnel because we recognize they're doing a job, but we want them to have
that ability to do what we think the computers are going to do. Taking the human element out of things. Um, yes, we expect teachers to be looking at student data. We expect teachers to be responding to student data in the way
that they teach their classes. There is a ton of data that exists and to be able to or to to spend the time looking at all of the different data sources that they would need to be able to look at and then to be able to
aggregate that data and then interpret that data and then act on that data is a is a big undertaking for any staff member even the ones that are the most technologically adept. So I would suggest that while we do have those expectations that
staff are using the data that's available to them for the betterment of student outcomes to they can't do anything near what Panorama can do and that's not a that's not a slight I couldn't either. I mean it's just it's hard. >> This is basically the support some of the support they're asking for.
>> Yes. >> Yeah. >> It's a piece that's the way I see it. It's it's support for them. >> Dr. Bonaface has been wanting to say something. >> Um, I just want to speak for a campus representative. You're hearing from the directors and superintendent, but I'm in
the school. The teachers don't have the time to pull the data and compare the data. Even for the assembly I put together where some of you came, I spent my entire weekend building a spreadsheet just to compare two years for one test.
And I did that all on my own, my own time, not paid time, and it it was huge. That was for one assembly. Um, so asking teachers to to do that and then to build lesson plans with that data on top of it, to act on it is a really big
undertaking. and I know data well. I've had the training about how to use data. So that is it wouldn't really happen. And this platform gives them the tools. Also with our post-secary workforce readiness and the big three that's coming down the pipe as a requirement for high schools
and it is tied to funding. This has all of that in in the system and our counselors, our teachers, admin can work with it in that system. Right now like today we did a survey for No, not today. Yes, yesterday we did a survey for all
of our seniors about their post-secary plans, but it was a survey built by the counselors that was okay, but it was sort of optional and kids could put in kind of whatever. And so it's the surveys are better. They're the quality
of TLCC. Um, and I've used the student one I I mentioned before and I really relied on that data as a teacher and I think our teachers would benefit from it. So this this program has a lot of tools and supports for all of our staff.
And so I just wanted to tell you that from our side as a school perspective. Thank you. And I'm sorry I keep bugging you. >> Thank you. >> Thank you. >> We did share this with principles. Uh we also shared it with the DAC. On the DACK we focused it more on on the survey
side, but we did share this information with a number of stakeholder groups this this program. So, I mean, I'm prepared to approve this, but I would expect um it to come to the board again next year so we can
ask, are we using all of the functions? Um, this is pieced out. Um, I think we've purchased things over the years. It happens. It happens even in our personal lives that you think are going to work one way and then they don't. Um, and I don't want us to, you know, be
paying for things that we're not getting the most out of. >> I I agree 100%. There are programs that we purchased that I can think of I could list right now that we haven't used. There's other ones that we use a lot. And so, we would want to evaluate that. I just don't have a detailed plan for
you to tell you how yet. >> Yeah. And I I'm not asking it for it to be, you know, really ownorous and time consuming, but just even if it's a, you know, informal staff meetings, how much are you using this? Raise your hand. You know, like which aspects are we using so that we get a sense of that?
>> They can use panorama as the survey option. >> Right. There you go. >> Yeah. >> How many you are using? >> Uh Dr. Bonaface. Would this be able to replace the Zello as well? >> Yes, it has a lot of the same features as Zello, which has been our postsecary
workforce program. At least from what I've seen so far. >> How much does that program cost? >> $5800 per year. >> Okay. So, between that and operate, you're looking at about 1,600. >> Any other questions, concerns?
I wish Justine was here to keep us on track. >> All right, let's >> let's move on. Let's go to our voting. >> Digital voting has been sent to you. How do you vote? Director >> popped up this time.
>> Oh, it did. >> Oh, there I see you. Okay. Motion passes 5 to one. Let me put the results on the screen for agree. Thank you.
>> All right. Next action item. We have our capital reserve request for the Keer uh kitchen walk-in cooler. Um, >> I have updated what it shows on the screen because that was the wrong
motion. >> Oh, >> do you see it on your screen? Updated. >> Oh, yeah. It's in a different order. We're in F. >> Well, it's E on your side. >> Where's E? >> The motion is not correct on E going to
my I don't know about your screen. >> Oh, the motion. >> I mean the recommendation registration. Okay. So, we're on the we're correct on the action item. We just don't have the correct wording for the motion. >> Right. >> Right. >> Um, do you see it on your screen the the
wording for the recommendation to say Kemper walking cooler? >> It does not. It says for the Louiswis aerial >> something >> something. >> So, the recommendation on my side says Mr. Romeish recommends the board approve capital reserve funds be used for Kimber
walking coup. >> Says Louisa. >> Yeah. I'm telling you whatation engineer you that's that's useless to you. >> Yep. >> Yeah. But >> the item on the floor is the Keer
Ketchin walk-in cooler. >> Do we have a motion? >> I move that the board approve the capital reserve funds to be used for the Keer walk-in cooler. >> I second the motion.
We can open up to the board. Any questions we have about this request? >> I hope it's cool. >> Ready for a vote? >> Yeah. >> Digital voting's now available. Motion passes unanimously. Let me show
the vote on the screen. Thank you. On to action. Item F, we have our Capital Reserve warehouse heating and cooling replacement. I move that the board approve. Oh, wait. There's no
>> is your recommendation. >> Which which proposal? >> Well, >> we can't we don't talk about it until we have a motion. >> Well, there's no I don't know what to I don't know what's recommended to approve. attachment there. >> There's attachments, but I wasn't when I
prepared it, I wasn't told which one we're recommending. >> Right. Can you speak to that? >> Yeah. That comfort air would be the one that we use since they're a local group. Um, and they actually are using the the
cost was a little bit less than the other two contractors that put in vendors. So, I move to approve the bid from Comfort Air to replace the
warehouse heater and cooler. >> I second. >> Now we can open up to to the board for further discussion. >> How soon will comfort parts available. >> It wouldn't take them very long. As soon as I give them the call, they'll get
everything ordered. And timewise, this probably be a good time for them to put that in due to the fact that the it's right in between the heating and cooling. So, it's not real extremely hot in there as of right now. So, the purpose for this is Boseies and Food
Service share the same office space at the location. Um the heating unit that's in there right now, it's a 90 93 unit, so it's going to get go down one day soon. And parts for it are being a
little bit obsolete on it. So bringing it up, it's a matter of getting rid of the swamp coolers and more going to an AC for the office area. It's not for the complete whole warehouse. is just going to be for the office space because a 15,000 foot building and the office space uh they use about 2500 ft
of it and that's what this unit would be taken care of for them and comfort air I did get three estimates on it uh roseberries out of Durango um subcool heating and cooling
and comfort air and comfort air um would be a lot better to go with since they're a local group that we can reach out to them real quick for any repairs on it. >> Have you worked with them pretty frequently >> with who again? >> Copper. >> Uh, yeah, we have. >> Okay.
>> Yeah. Any other questions? >> All right, let's proceed. >> Thank you. >> Digital voting's now available. Motion passes unanimously. I'll show the board.
Thank you. It is on to action item G, band uniforms. I make a motion to approve a purchase from costing $67,82248
for ban forms for for ban forms from the 202526 general athletics budget. I second. >> Now we can open up to the board. Do we have any questions regarding the band
uniforms and the presentation that we heard a couple weeks ago? >> I want to be just confirm that I heard correctly that ideally these are going to last longer and caring for them is easier.
>> Machine washable. >> Mr. Come on up. >> Were you the one? >> Oh, yes. >> So, for those who don't know me, um I'm Mr. Winslow. I'm the high school band director. Um I wasn't here at the presentation because we had a concert
that night. Uh but uh yeah, so we had three options. Uh this was our first choice in the way it looked as well as the quality of it uh was phenomenal and it's going to be really everything we're looking for as far as uh like you said
lasting a long time. Probably looking for like um you know some some districts will replace it like every year or every like five to six years. The ones we've had have been 11 years and so we're looking for like a longer longer time frame. So these uh these ones I think
will definitely fit that as well as just look really good both at you know football games representing our school well and at competitions I think gives a lot of um the look of what we're looking for as as our band and um a lot of the history that we've had. You know it's
fun to be able to bring that and show that off. >> The students seem very excited about it right? >> They're very excited. Very very >> they look handsome all day. So, in their presentation, if I remember
correctly, um they said that you wanted to purchase some extras um without knowing what sizes are needed. And I didn't understand why that would be better than waiting until you
had a student who didn't have a uniform and buying the uniform for that person for their size. >> Yeah. So, uh, it's recommended to purchase like 25% more than what you have in your band for two reasons.
Number one, people change sizes as it goes throughout the years. So, sometimes you might have a lot of small ch kids and you need smaller uniforms. So, it's good to have that variance. You can then put them in that. Um, as well as we're expecting growth. The numbers at the
middle school are huge. 20 uh 260 kids out of the 500 kids are in band, which is unheard of. Band programs usually have about 10% of the enrollment in the band. So that would be 500 kids or that would be 50 kids at the middle school. Instead, it's 260, which is which is
really cool. Um so we're definitely anticipating growth. Um now we could purchase more, but the big thing uh is that if you order more at a time, it gets to be a lot cheaper. per uniform. So, these I think were quoted at like
like $700 per uniform, uh like 750 around there. Uh but if they were going to order them separately or like five at a time, you're going to be paying more like a,000 to like $1,100 per uniform. So, if you order more now, it actually ends up being that you're going to get
less cost overall because the quantity discount really adds up. So, that's that's the recommendation for getting getting back. >> All right. Thank you. >> Absolutely. Thank you. >> Let's proceed. >> Digital voting is now available.
Oh, I see what you're saying. Thank you for that correction. Motion passes unanimously. >> Go Panthers. And there is they're the ones who are putting all the talent in there. So they deserve it.
>> All right. On to action item H. We have our food service delivery van. Um, I make a motion to approve the purchase of a Chev Chevy, sorry, Chevy delivery
van for food services. >> I second. >> We can open up to the board. Do we have any questions, comments about this proposal? Do we need to put the funds in there into the motion using federal student
nutrition funds or is that just >> that was >> it is in there. >> But do I need to >> Oh, she's Do we need to say it? the cost. >> You want me to
>> I think we're discussing the motion wording at the moment. >> Yeah. >> Just to clarify, those funds would be coming out of the food service budget. >> Not not federal student nutrition funds.
that is >> the question is on our motion. >> Do we need to say >> we need to include all that because we only got part of the motion because I think you're just reading from the bottom. Is that what happened? >> Yeah, I didn't scroll down.
>> Can you scroll down? >> I do. You want to just resay the motion? >> Sure. >> Um Well, we we second that. So, you can't quite do that. >> We can amend it. >> And so, we got to amend it. Yeah. So, I move to amend the motion. >> We have practice area. Let's do it.
>> Recommend the board approve the purchase of a Chevy Deliry van from Food Services costing $40,772 using federal student nutrition funds from Daniel's Long Chevrolet in Colorado Springs. Wait a second. I'd say that's pretty hard for them.
Are we ready to vote on this amendment? >> Online voting is now available. >> Motion passes unanimously. >> The amendment to the motion >> amendment. Yeah. So now the motion is on the floor. >> One moment. Let me show that vote.
>> Cut off. I can figure out how to go back to the other one. Okay. Are we ready to vote on the original motion as amended? >> Asended. Do we have any questions about the proposal?
>> I have just one and it's not a big deal. Just wondering is there a reason that we don't use the local dealership or is it just like a fleet type service or something? >> Sorry, Taylor. >> So, the dealership we went with is on
our state purchasing >> Okay. >> list. Makes sense. Yeah. >> Yeah. And then there was also certain dimensions we needed for the band to be able to fit a pallet into the back. Those kinds of things. >> Okay. >> Any other questions?
>> Thank you. >> Yeah, >> Mr. Chair, is it possible to see the current motion without sending it for a vote? I don't know how to do that >> pull
>> because it hasn't updated up there on my screen either. >> Currently, I have it as director Blair moves the board approved the purchase of a Chevy delivery ban for food services costing $40,772 using federal student nutrition funds
from Daniel's Long Chevrolet in Colorado Springs. Okay, let's proceed. >> Thank you. Digital voting is now available. Motion passes unanimously. We will show the vote vote on the screen
there. You may have to update refresh back there. >> I'll hammer this out with diligent tomorrow. >> I think we're doing pretty pretty good for a new system. >> We're doing all right. Yeah,
>> I'm very happy. >> All right. >> Thank you. >> Thank you. All right. We will now go on to action item number I number I'm sorry.
I uh legal council proposals. >> I left this recommendation blank since it's coming 100% from the board. Um, I move that the board approve the proposal from Lion's Gatis Attorney's
Legal Council um to begin tomorrow, April 22nd. >> Sorry, >> I second the motion. All right. Um,
>> the date >> April 22nd. >> Can that actually happen? Oh, it's been >> Yes, it has been second. Yes. We're just making sure that we got the wording. >> Yeah. I'm just wondering is that is it
possible to make it happen tomorrow or does it have to be There's a 15 day transition, but I know Mr. Miller has been wanting to accelerate it.
I just So, I'll have to contact. >> So, it sounds like what you're saying is you're not sure, but there's a possibility in the contract. There's a 15-day transition where he transfers everything to the new firm. But I will ask if I'll proceed to make
it happen. earlier if possible >> and the and the timer starts on the day approval set by the board probably like if it's if the date is effective tomorrow that's up tomorrow 15 days deadline >> you'll need to be available tomorrow to
sign a contract with Lions >> Mr. If there's current work product that our current attorney is working on for us, is the expectation that they finish that before they conclude their contract or that they leave it unfinished?
>> To the board. >> Is there anything current? >> I just want to ask you my opinion >> that we know of. Is there anything currently happening? >> There's some drafts of some um contract templates and things that that we're waiting on being finalized. Not a lot of stuff, just a couple of things like
that. >> And they can probably transfer that product to the new to the new firm without >> with the transfer date of 15 days. That's I think should be sufficient to >> I think done well well under 15 days. I just I did I've not been through one of
these so I didn't know what that process looked like. >> That would be the expectation. I believe that's the wording in the contract. >> I would like to move on what the board wants of April 22nd, but I'd like projects are being to be completed by this week.
>> If we were to move those templates to a new council, I think it would really prolong the um process of getting contracts sent out. >> So, I think it's possible for us to have
simultaneous legal counsel. Correct. we pay them per hour. So, I don't think that starting this tomorrow means that um there's been no
severance of the relationship with M. It doesn't mean necessarily there's a severance of the relationship with Mr. Miller that he couldn't um work with the new council to um transfer that work over.
Dr. Shamway, this particular vendor did provide a letter of engagement. I believe that's in your signing packet. >> Yeah. >> Not all the the RFPs returned to one end, but I do believe this company did. >> Yeah.
>> Any questions, comments about legal services? All right, let's proceed, please. >> Digital voting has been sent to you. Motion passes unanimously. There's the results on the screen.
>> Thank you. >> All right. Going to action letter J. uh district memberships around education reinvision via Boseis. I move that we um
the board acknowledges and confirms by a vote that MC that our school district RE1 is no longer a member of the education reinvisioned OSE. >> I second a motion. then open up to the board. Do we have any
comments, questions about this action? >> I have a comment. >> Yeah. Um this feels like um an unnecessary motion because Reinvision Boseis has given us
documentation showing that we're no longer um associated with them and yet here we are making a motion that we aren't any longer associated with them. So it just doesn't doesn't seem like it's
necessary. Any other comments? Right, let's proceed. Digital voting is now available. Motion passes 5 to one. There's the results. Thank you.
I don't know if I said motion passes 5 to one. >> Yes. All right. We will now go to action item K. Uh, district membership with Colorado Leaders of Academic Success.
>> I make a motion to approve the cancellation of the district's membership to the Colorado Leaders for Academic Success. >> I second. >> We can open up to the board for any comments and discussion.
So, I've got some comments. Um, the mission of class is to advance student achievement by helping public school board members hone their leadership skills in government, governance, professional development, communications, legislative outreach,
networking, and policy. We believe education should be focused on educating students with the goal of mastery of skills such as reading, writing, math, science, and civics while understanding each student's unique abilities and challenges. The vision, a public school
system governed by leaders focused on academic achievement and freedom and education, parental rights, and educational excellence. student focused, committed to academic excellence, values parental involvement, and equips, trains, and empowers local school board
members. Um, if I recall, no one on this board besides me has attended any function or event of class. So, this cannot be an evidence-based decision. And it appears to me to be a decision
based on social media attacks against class. There's no there's no downside to this membership. The cost is zero this year. Zero. There was only upside potential training opportunities,
networking articles referenced in the newsletter and in the national affiliate newsletter. You guys should be receiving the class monthly newsletter by email. The executive director always puts his phone
number in the newsletter and offers to talk with anyone who has questions. Um, has any any of the board members actually called to talk with him? Anyway, this sounds like a completely political move to me. It's not
evidence-based and it's just I don't know. It's kind of sad. Um, for me, I recognize that there's no cost to the district. Um, I would like um our memberships to align
with our needs um and our government approach. Um, and while the mission statement is very lofty, um, and I think we're all dedicated to student centered learning, um,
I'm not sure that the our school district aligning itself with a organization that is um very controversial um does helps move us forward. Um and I
recognize Mr. Lynch that you disagree with that and I respect that. That's my feeling. I mean, I don't know much about it, but you did say controversial. Are you at liberty to disclose why you
say that? >> Um, I don't want to be in the position of trying to define another organization. It's just on, you know, information that I've seen coming through. So, I don't want to I'm not trying to um give them a bad name or
malign them or something. I just don't feel that it's um helpful for our district to be a member. >> Okay, let's proceed. Digital voting is now available. Motion passes. 42.
Put the results on the screen. Thank you. Next action item L. We have our policy. Second reading of J Bell JB uh entrance age requirements >> and then also we're doing the two second
ones. >> Oh, okay. Let's read the whole thing. Um GCBA performance pay for instructional staff and ADFR school wellness for repeal.
Do we have a motion on the floor? Oh. Uh, I move to approve JB. Uh, I move to approve the second reading of policy JB and the repeal of policies J
GCBA and ADF. >> Um, >> I think it should be ADF-R. >> Yeah, it is. There's a type. Sorry. ADF-R and we can open up to the board for any
further discussion, comments about uh these policies. We have gone over them a few times, so we might be good. >> Yeah. >> Okay, let's proceed. >> Digital digital voting is now available.
Motion passes unanimously. We will show that result. Thank you. >> All right. Well done. We have made it to the end of our meeting. I'd like to thank those that have joined us here physically and those that are uh present
virtually. Uh we will adjourn. Today is April 21st. Time is 9:36